One step closer to preschool-aged children's self-regulation: conceptualization and investigation of its correlates during everyday life
The ability to self-regulate one's own attention, behavior, and emotions is essential for healthy trajectories. The present thesis complements previous research by providing first evidence that preschoolers' self-regulation should be considered as a multi-faceted construct, with intra-indi...
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| Main Author: | |
|---|---|
| Format: | Book/Monograph Thesis |
| Language: | English |
| Published: |
Heidelberg
2018
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| DOI: | 10.11588/heidok.00024184 |
| Subjects: | |
| Online Access: | Resolving-System, kostenfrei, Volltext: http://dx.doi.org/10.11588/heidok.00024184 Resolving-System, kostenfrei, Volltext: http://nbn-resolving.de/urn:nbn:de:bsz:16-heidok-241845 Resolving-System, Volltext: https://nbn-resolving.org/urn:nbn:de:bsz:16-heidok-241845 Langzeitarchivierung Nationalbibliothek, Volltext: http://d-nb.info/1177385112/34 Verlag, kostenfrei, Volltext: http://www.ub.uni-heidelberg.de/archiv/24184 Resolving-System, Unbekannt: https://doi.org/10.11588/heidok.00024184 
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| Author Notes: | presented by Katja Ute Ludwig ; advisor: PD Dr. Wolfgang Rauch |
MARC
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| 520 | |a The ability to self-regulate one's own attention, behavior, and emotions is essential for healthy trajectories. The present thesis complements previous research by providing first evidence that preschoolers' self-regulation should be considered as a multi-faceted construct, with intra-individual variability (i.e., daily fluctuations) in addition to inter-individual differences and divergent relations. There is first evidence that daily variability in preschoolers' succesful self-regulation seems to be directly explained by their daily positive affective states and indirectly by habitual physical activity through positive affect, indicating that these child-level variables may constitute promising psychological resources for children's successful self-regulation, occurring in their everyday life. In addition, different parenting behaviors and facets of the home context seem to be differently related according to preschoolers' self-regulation facet. By investigating preschoolers' multi-faceted self-regulation skills and their correlates during everyday lives, the present thesis gets one step closer and contributes to the mosaic of the rising field of self-regulation research. | ||
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