Browsing by Subject "externalising problems"

In this thesis I studied children’s self-regulation with the data from the “friendship skills” intervention study in early childhood education and care. Self-regulation has been found to be central factor in school readiness and academic achievements as well as in general wellbeing. The data was collected in nine different early childhood education and care units (15 child groups), consisting of 162 children (n = 82 girls, M = 5,65, SD = 0.88). The study used Educator’s Evaluation Form (EEF, self-regulation) and Strengths and Difficulties Questionnaire (SDQ, internalising and externalising problems, prosocial behaviour) to measure self-regulation and both internalising and externalising problems and prosocial behaviour. I aimed to study associations between self-regulation and internalising and externalising problems, and self-regulation and prosocial behaviour, as well as between self-regulation and age. Another aim concerns the effect of gender on these associations. The hypotheses of the thesis were: (1a) self-regulation is negatively associated with internalising and externalising problems; (1b) self-regulation is positively associated with prosocial behaviour; (2) self-regulation is positively associated with age; and, (3) self-regulation is associated more positive with age in girls than in boys. Self-regulation was found to associate negatively with both internalising and externalising problems and positively with prosocial behaviour. Regarding age, gender was found to moderate the association between self-regulation and age (age by gender interaction) in that statistically non-significant positive association between self-regulation and age was found in girls and statistically significant negative association in boys. Gender was not found to moderate other associations. The results indicate that self-regulation may have profound affects to overall wellbeing of children. Gender-difference imply possible complexity in interconnections between self-regulation, age and gender. Additionally, boys may be in more vulnerable position regarding self-regulation especially when approaching to school entry. In discussion section, I discuss the results additionally in relation to the concept of self-regulation, which I view more broadly in developmental and educational perspectives. Moreover, I will suggest tentative model constructed for the process of self-regulation. Finally, I will give suggestions for future research.