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One Step Closer to Preschool-aged Children's Self-Regulation: Conceptualization and Investigation of its Correlates during Everyday Life

Ludwig, Katja Ute

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Abstract

The ability to self-regulate one's own attention, behavior, and emotions is essential for healthy trajectories. The present thesis complements previous research by providing first evidence that preschoolers' self-regulation should be considered as a multi-faceted construct, with intra-individual variability (i.e., daily fluctuations) in addition to inter-individual differences and divergent relations. There is first evidence that daily variability in preschoolers' succesful self-regulation seems to be directly explained by their daily positive affective states and indirectly by habitual physical activity through positive affect, indicating that these child-level variables may constitute promising psychological resources for children's successful self-regulation, occurring in their everyday life. In addition, different parenting behaviors and facets of the home context seem to be differently related according to preschoolers' self-regulation facet. By investigating preschoolers' multi-faceted self-regulation skills and their correlates during everyday lives, the present thesis gets one step closer and contributes to the mosaic of the rising field of self-regulation research.

Item Type: Dissertation
Supervisor: Rauch, PD Dr. Wolfgang
Date of thesis defense: 23 February 2018
Date Deposited: 12 Mar 2018 10:48
Date: 2018
Faculties / Institutes: The Faculty of Behavioural and Cultural Studies > Institute of Psychology
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