Children’s behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics.

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Predictors of Early Growth in Academic Achievement: The Head-Toes-Knees-Shoulders Task.

Interpersonal Relationships.ʼ Professional Communication Skills for Nurses

(1986) Introduction to Classical and Modern Optics Optica Acta: International Journal of Optics: Vol 33, No 7, pp 822-823

Introduction to Classical and Modern Optics

The European Proceedings of Social & Behavioural Sciences

A JD-R perspective for enhancing engagement through empowerment: A study on Indian hotel industry

The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Ataturk Education Faculty, Preschool Teaching Department at Marmara University, Istanbul, Turkey. All of the candidates volunteered to participate to the study. The Demographic Form, The Metacognitive Awareness Inventory (MAI) and The Self-Directed Learning Readiness Scale (SDLRS) were used as the data collection tools. The academic achievement was determined by looking the grade point average of teacher candidates. The results of the research indicated that there was not a significant relationship between the level of metacognitive awareness and self-directed learning readiness with academic achievement of teacher candidates. A moderate relationship between the total scores of the metacognitive awareness and self-directed learning readiness was found.

/pdf/the-investigation-of-the-relationship-between-the-level-of-113sa2r7zj.pdf

The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-Directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates.

The goal of this study is to investigate the relation of self-esteem, hopelessness and communication skill; while testing self-esteem as an intermediary variable. The research, designed in survey model, has been conducted with preschool teacher candidates. The research group comprises 305 teacher candidates that volunteered for the research. According to the findings of the research, teacher candidates’ self-esteem is negatively correlated with their level of hopelessness and positively correlated with their communication skills. On the other hand, the relation between their level of hopelessness and communication skill is a negative correlation. According to the results of regression analysis, hopelessness, along with self-esteem, explain 31.6% of communication skill. Furthermore, another very important finding of the regression analysis is that teacher candidates’ self-esteem plays a complete intermediary role in the relation between their level of hopelessness and their communication skill. Implications of the findings are discussed in the light of the related literature.
Keywords: Self-esteem, hopelessness, communication skills, preschool teacher candidates

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Self-esteem, hopelessness and communication skills in preschool teacher candidates: A mediation analysis

The aim of this study is to investigate the relationship between the level of self-directed learning readiness, locus of control and the personality traits of preschool teacher candidates. The survey method was used for this study. The study group consisted of 151 teacher candidates who volunteered to participate in the study from Preschool Education department at Ataturk Faculty of Education, Marmara University. A Demographic Form, Self-Directed Learning Readiness Scale, The Big Five Inventory and Locus of Control Scale were used as the data collection tools. The results of the study indicated that there is a significant relationship between the level of self-directed learning readiness, “extraversion” and “conscientiousness” traits of personality and “personal control” subscale of the locus of control. The results could be discussed in terms of training the preschool teacher candidates to improve their self-directed learning readiness levels by considering their personality traits and locus of control.

/pdf/the-investigation-of-the-level-of-self-directed-learning-5dhfa03isx.pdf

The investigation of the level of self-directed learning readiness according to the locus of control and personality traits of preschool teacher candidates

The purpose of this research was to examine the relationship between maternal acceptance-rejection levels and preschool children’s social competence and emotion regulation skills. The study group of the research, which was designed in survey method, consisted of 303 voluntary mother-child dyad. The participant children were attending a preschool in 2014-2015 academic year, in Istanbul and they were selected by random cluster sampling method. The “Personal Information Form”, the “Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ)”, the “Social Competence and Behavior Evaluation-30 (SCBE-30)” and the “Emotion Regulation Checklist” were used as data collection tools. As a result of the study, it has been found that there is a positive significant relationship between maternal acceptance level and children’s “Social Competence” subscale of SCBE-30 and their emotional regulation skills. In addition to this result, it has been found that maternal acceptance level didn’t differentiated according to age and gender of the child; however the average scores of PARQ’s “Warmth/Affection” subscale have been differentiated in favor of the girls. It has been found that “Social Competence” and “Anger-Aggression” subscales of SCBE-30 were significantly differentiated according to gender; “Anger-Aggression” scores of the boys were higher than the girls, whereas “Social Competence” scores of the girls were higher than the boys. Moreover, it has been found that “Lability-Negativity” subscale scores of Emotion Regulation Checklist have been differentiated according to gender; girls showing less labile/negative emotional reactions. Finally, it has been found that child’s social competence and emotional regulation skills increase as the age increases.

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The Relationship between Maternal Acceptance-Rejection Levels and Preschoolers’ Social Competence and Emotion Regulation Skills

http://www.iojes.net//userfiles/Article/IOJES_2165.pdf

Dilan Bayindir

Papers

The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-Directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates.

Self-esteem, hopelessness and communication skills in preschool teacher candidates: A mediation analysis

The investigation of the level of self-directed learning readiness according to the locus of control and personality traits of preschool teacher candidates

The Relationship between Maternal Acceptance-Rejection Levels and Preschoolers’ Social Competence and Emotion Regulation Skills

Developing Self-regulation Skills Scale