Publication
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support
| dc.contributor.author | Cadima, Joana | |
| dc.contributor.author | Barros, Sílvia | |
| dc.contributor.author | Ferreira, Tiago | |
| dc.contributor.author | Serra-Lemos, Marina | |
| dc.contributor.author | Leal, Teresa | |
| dc.contributor.author | Verschueren, Karine | |
| dc.date.accessioned | 2020-04-28T14:50:06Z | |
| dc.date.available | 2020-04-28T14:50:06Z | |
| dc.date.issued | 2019 | |
| dc.description.abstract | tIn the present study, we examine the bidirectional associations between child vocabulary and self-regulation and their interplay with two relational dimensions, teacher–child closeness and autonomysupport in preschool. Participants were 208 young children (50% boys; M = 4 years and 11 months,SD = 0.71) from socially disadvantaged areas in Portugal. Self-regulation and vocabulary were assessed atthe beginning and end of the year. Teachers reported on levels of teacher–child closeness and autonomysupport. A series of path analyses were conducted and tests of direct and indirect effects were includedin the models. Results showed bidirectional effects between self-regulation and vocabulary, such thatself-regulation at the beginning of preschool was a significant predictor of expressive vocabulary at theend of preschool year, and receptive vocabulary skills at the beginning of preschool year predicted self-regulation at the end of preschool year, controlling for earlier receptive vocabulary and self-regulationskills. In addition, teacher–child closeness uniquely predicted expressive vocabulary, whereas teacherautonomy support uniquely predicted self-regulation. | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.doi | 10.1016/j.ecresq.2018.04.004 | pt_PT |
| dc.identifier.uri | http://hdl.handle.net/10400.22/15901 | |
| dc.language.iso | eng | pt_PT |
| dc.subject | Self-regulation | pt_PT |
| dc.subject | Teacher-child relationships | pt_PT |
| dc.subject | Autonomy support | pt_PT |
| dc.subject | Bidirectional effects | pt_PT |
| dc.subject | Early childhood | pt_PT |
| dc.title | Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support | pt_PT |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.citation.endPage | 86 | pt_PT |
| oaire.citation.startPage | 75 | pt_PT |
| oaire.citation.title | Early Childhood Research Quarterly | pt_PT |
| oaire.citation.volume | 46 | pt_PT |
| rcaap.rights | closedAccess | pt_PT |
| rcaap.type | article | pt_PT |
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