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Self-perceptions of self-regulatory skills in children aged eight to 10 Years: Development and evaluation of a new Self-rating Scale


Rizzo, P; Steinhausen, H C; Drechsler, D (2010). Self-perceptions of self-regulatory skills in children aged eight to 10 Years: Development and evaluation of a new Self-rating Scale. Australian Journal of Educational & Developmental Psychology, 10:123-143.

Abstract

Insufficient self-regulation and reduced awareness of self-regulatory skills have been discussed as possible explanations for academic difficulties. However, instruments for assessing metacognitive knowledge of self-regulation in young school children have been lacking so far and it has been questioned whether younger school children are able to make accurate self-judgments on their regulatory skills. We present a new age-appropriate self-rating scale for the assessment of self-regulatory skills in young school children – the Self-rating of Self-regulatory Function (SelfReg) – which was validated on a representative sample of 107 school children aged 8 to 10 years. Confirmatory factor analysis of the scale offered evidence for a one-dimensional rather than a multidimensional model. In a second step, self-ratings on the SelfReg of 21 children with impaired self-regulatory skills and various types of behavioural, developmental, or academic difficulties were compared to self-ratings of 21 normal controls. Children with dysfunctional self-regulation rated themselves as significantly more impaired on the SelfReg than control children. Analyses of discrepancies between parents’ and/or teachers’ ratings and self-ratings of the children did not discriminate between the two groups, indicating that self-ratings in children with dysfunctional self-regulation and control children, though significantly different, were equally accurate. It is concluded that children as young as 8 to 10 years are able to make differential and accurate judgments on their

Insufficient self-regulation and reduced awareness of self-regulatory skills have been discussed as possible explanations for academic difficulties. However, instruments for assessing metacognitive knowledge of self-regulation in young school children have been lacking so far and it has been questioned whether younger school children are able to make accurate self-judgments on their regulatory skills. We present a new age-appropriate self-rating scale for the assessment of self-regulatory skills in young school children – the Self-rating of Self-regulatory Function (SelfReg) – which was validated on a representative sample of 107 school children aged 8 to 10 years. Confirmatory factor analysis of the scale offered evidence for a one-dimensional rather than a multidimensional model. In a second step, self-ratings on the SelfReg of 21 children with impaired self-regulatory skills and various types of behavioural, developmental, or academic difficulties were compared to self-ratings of 21 normal controls. Children with dysfunctional self-regulation rated themselves as significantly more impaired on the SelfReg than control children. Analyses of discrepancies between parents’ and/or teachers’ ratings and self-ratings of the children did not discriminate between the two groups, indicating that self-ratings in children with dysfunctional self-regulation and control children, though significantly different, were equally accurate. It is concluded that children as young as 8 to 10 years are able to make differential and accurate judgments on their

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:04 Faculty of Medicine > Center for Child and Adolescent Psychiatry
Dewey Decimal Classification:610 Medicine & health
Uncontrolled Keywords:Self-rating-scale, self-regulation, metacognition, executive functions, awareness
Language:English
Date:2010
Deposited On:22 Feb 2011 16:02
Last Modified:05 Apr 2016 14:49
Publisher:University of Newcastle
ISSN:1446-5442
Free access at:Official URL. An embargo period may apply.
Official URL:http://www.newcastle.edu.au/Resources/Research%20Centres/SORTI/Journals/AJEDP/Vol%2010/V10_rizzo_et_al.pdf
Permanent URL: http://doi.org/10.5167/uzh-46517

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