期刊
JOURNAL OF SCHOOL PSYCHOLOGY
卷 48, 期 5, 页码 433-455出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.jsp.2010.06.003
关键词
Self-regulation; Executive functioning; Individualizing instruction; Intervention; Reading comprehension; Vocabulary; Social-emotional assessment; Elementary children; Academic intervention
资金
- NICHD NIH HHS [R01 HD048539, P50 HD052120, R21 HD062834, R01HD48539] Funding Source: Medline
We examined the effect of individualizing student instruction (ISI; N=445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented. (C) 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据