Please use this identifier to cite or link to this item: https://hdl.handle.net/10620/17680
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dc.contributor.authorSawyer, M-
dc.contributor.authorMittinty, M-
dc.contributor.authorLynch, J-
dc.contributor.authorSawyer, A-
dc.contributor.authorChittleborough, C-
dc.date.accessioned2019-04-13T03:37:16Zen
dc.date.accessioned2013-06-18T01:45:23Zen
dc.date.available2013-06-18T01:45:23Zen
dc.date.issued2012-11-30-
dc.identifier.urihttps://hdl.handle.net/10620/17680en
dc.identifier.urihttp://hdl.handle.net/10620/3803en
dc.description.abstractThe aim of this study was to examine the association between children’s trajectory of attention and emotion regulation development across ages 2-3, 4-5 and 6-7, and children’s school readiness at age 4-5 years (n=1868), and academic achievement at 6-7 years (n=1562). The study utilised data from the Longitudinal Study of Australian Children. Children were followed prospectively and categorised into trajectory groups of attention and emotion regulation development. School readiness was assessed using the ‘Who am i?’ questionnaire, completed by children at age 4-5. Academic achievement at age 6-7 was rated by teachers using the Academic Rating Scale. Adjusting for potentially confounding parent and child factors, a child’s developmental trajectory of attention regulation, and to a lesser extent emotion regulation, was found to be important for school readiness (high versus low attention regulation trajectory: B=-4.90, p<.001). While children’s attention regulation was found to be important for maths and literacy achievement scores (high versus low trajectory: B=-.42, p <.001, and B=-.42, p <.001, for maths and literacy respectively). This suggests that attention regulation may be an important predictor of school readiness and academic achievement, and a potential target for interventions to improve children’s readiness for and achievement at school.en
dc.subjectChild Development -- Emotionalen
dc.subjectEducation and Training -- School readinessen
dc.subjectChildren -- Preschoolen
dc.titleThe importance of children’s development of self-regulation in early life for later school readiness and academic achievementen
dc.typeConference Presentationsen
dc.identifier.surveyLSACen
dc.description.keywordsAcademic Achievmenten
dc.description.keywordsself-regulationen
dc.description.conferencelocationMelbourne, Victoria.en
dc.description.conferencename11th Australian Conference for Personality and Individual Differencesen
dc.identifier.refereedYesen
local.identifier.id4248en
dc.description.formatOral Presentationen
dc.identifier.emailalyssa.sawyer@adelaide.edu.auen
dc.identifier.emailAlyssa Sawyeren
dc.date.conferencestart2012-11-29-
dc.date.conferencefinish2012-11-30-
dc.date.presentation2012-11-30-
dc.subject.dssChildhood and child developmenten
dc.subject.dssLearning, education and trainingen
dc.subject.dssmaincategoryEducation and Trainingen
dc.subject.dssmaincategoryChild Developmenten
dc.subject.dssmaincategoryChildrenen
dc.subject.dsssubcategoryEmotionalen
dc.subject.dsssubcategorySchool readinessen
dc.subject.dsssubcategoryPreschoolen
dc.subject.flosseLearning, education and trainingen
dc.subject.flosseChildhood and child developmenten
dc.relation.surveyLSACen
dc.old.surveyvalueLSACen
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeConference Presentations-
item.cerifentitytypePublications-
Appears in Collections:Conference Presentations
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