PDF(Pubmed)
Abstract：
Self-regulatory skills are increasingly recognized as critical early education goals, but few efforts have been made to identify all the features of the classroom that actually promote such skills. This study experiments with a new observational measure capturing three dimensions of the classroom environment hypothesized to influence self-regulation: classroom management, emotionally supportive interactions, and direct promotion of self-regulatory skills. These classroom dimensions were tested as predictors of change over the kindergarten year in both self-regulatory and academic skills in a sample of racially/ethnically-diverse low-income children in Tulsa, OK. Results showed that classroom management was associated with small gains in one of four measures of self-regulation, and four of six measures of academic skills. The other dimensions of the environment had weak or no associations with outcomes. These results indicate that further work is needed to refine both models and measures of the self-regulatory environment.
摘要：
自我调节技能越来越被认为是重要的早期教育目标，但是很少有人努力去确定课堂上真正促进这种技能的所有特征。本研究采用了一种新的观察措施，该措施捕获了假设影响自我调节的教室环境的三个维度：教室管理，情感支持互动，并直接提升自我调节能力。在塔尔萨种族/种族多样化的低收入儿童样本中，这些课堂维度被测试为幼儿园年度自我调节和学术技能变化的预测因子，好的。结果表明，课堂管理与四种自我调节措施之一的小收益相关，和六个学术技能衡量标准中的四个。环境的其他方面与结果的关联较弱或没有关联。这些结果表明，需要进一步的工作来完善自律环境的模型和措施。
