UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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Author: search.filters.author.Callan, SabrinaSubject: search.filters.subject.effortful control

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    The Roles of Anger and Self-Regulation on School Readiness in Kindergarten
    (2020) Callan, Sabrina; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    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.