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oai:drum.lib.umd.edu:1903/272092022-03-12T11:34:58Zcom_1903_2226com_1903_1647com_1903_2col_1903_2757col_1903_3

Teglasi, Hedwig Callan, Sabrina Digital Repository at the University of Maryland University of Maryland (College Park, Md.) Counseling and Personnel Services 2021-07-07T05:31:21Z 2021-07-07T05:31:21Z 2020 https://doi.org/10.13016/zokx-hkuh http://hdl.handle.net/1903/27209 Young children who are anger-prone or have poor self-regulation skills tend to have difficulties in school (Diaz et al., 2017; Liu et al., 2018; Valiente et al., 2012). However, few studies have explored how anger may work together with different self-regulatory tendencies to predict children’s school readiness. This study examined the relations of anger, effortful control, executive functioning, and school readiness among kindergarteners (n = 72). Executive functioning skills were found to be particularly important for academic readiness, whereas anger and effortful control were found to be particularly important and to work together to predict social-emotional readiness. These findings provide evidence for the conceptual distinctions between executive functioning and effortful control as two distinct types of self-regulation, and demonstrate the need for tailored approaches to social-emotional learning (SEL). Future SEL programs would benefit from approaches that take children’s pre-existing tendencies for anger and self-regulation into account in anger management training. en The Roles of Anger and Self-Regulation on School Readiness in Kindergarten Thesis Educational psychology anger early childhood effortful control executive functioning school readiness self-regulation embargo