Self-regulation mediates the relations between family factors and preschool readiness

Sha XIE, Hui LI

Research output: Contribution to journalArticlespeer-review

5 Citations (Scopus)

Abstract

This study examined the role of selfregulation in the path from family factors to preschool readiness in China. Altogether 661 preschool children (M = 43.30 months, SD = 3.6) were sampled from 5 preschools in a coastal city of Southern China. Their parents reported on the family routines, parenting styles, and the child's selfregulation. And their teachers rated each child's preschool readiness. The structural equation modeling results suggested that: (1) selfregulation could significantly predict children's preschool readiness, including abilities to follow classroom rules, learning dispositions, and social competence; (2) selfregulation mediated the path from family routines to children's preschool readiness; (3) selfregulation also mediated the relationships between authoritative parenting and children's preschool readiness; (4) authoritarian parenting directly influenced children's social competence; and (5) family SES only correlated with young children's selfcare and emotional maturity. These findings underscore the importance of considering the joint influences of children's selfregulation, family routines, parenting styles, and family SES in shaping children's readiness for preschool. Copyright © 2021 Elsevier Inc. All rights reserved.

Original languageEnglish
Pages (from-to)32-43
JournalEarly Childhood Research Quarterly
Volume59
Early online dateNov 2021
DOIs
Publication statusPublished - 2022

Citation

Xie, S., & Li, H. (2022). Self-regulation mediates the relations between family factors and preschool readiness. Early Childhood Research Quarterly, 59, 32-43. https://doi.org/10.1016/j.ecresq.2021.10.005

Keywords

  • Family routines
  • Parenting styles
  • Self-regulation
  • Preschool readiness
  • Bioecological study

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