Electronic Thesis and Dissertation Repository

Degree

Master of Arts

Program

Education

Supervisor

Hutchinson, Lynda R.

2nd Supervisor

Crooks, Claire

Joint Supervisor

Abstract

A mixed-method, repeated measures research design was employed to explore (a) the psychometric properties of a shortened version of the Self -Regulation in School Inventory (SRISI), (b) young children’s development of SR/L within MindUP™, and the demographic and teacher factors implicated in opportunities provided for children to engage in SR/L. Data were gathered from 15 kindergarten teachers and eight ECEs (0 male) who provided teacher reports of children’s SR/L (N = 222 children, boys = 108, Junior Kindergarten = 109, Mean age = 4.57, SD = .57), and their teacher efficacy, burnout, and behavior attributions at Time A and Time B. Also, educators responded to focus group and short answer questions related to perceived changes in classroom functioning (e.g., educators supporting SR/L, social SR/L behaviours, solo SR/L behaviours). Results demonstrated that (a) the shortened 9-item SRISI yielded reliable and valid reports of kindergarten children’s social and solo SR/L, (b) children’s social and solo SR/L increased over implementation of the MindUP™ program, (c), boys and junior kindergarten children received lower ratings of social and solo SR/L at Time A and Time B, and, d) educators’ behavior attributions and feelings of personal accomplishment predicted children’s social SR/L at Time A and Time B, respectively. Finally, educators’ attributed changes to classroom functioning, and changes in children’s SR/L to the implementation of the MindUP program TM. Findings are interpreted as providing preliminary evidence that teachers can provide psychometrically sound ratings of kindergarten children’s SR/L using the SRISI. Also, that MindUPTM may support children’s social and solo SR/L in kindergarten classrooms. Overall, findings from this study highlight the need for teacher training geared towards teaching towards SR/L and supporting teachers’ efficacy.

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