Eloisa Darcy, Ed. D.
Sarah Sarette, Ed. D.
Anna Boghigian
Marley Martin
Abstract
Providing the support that children need to build self-regulation skills has come to the forefront for educators today. This study investigated how kindergarten students (N=19) improved their self-regulation skills through direct instruction and effective scaffolding techniques. Self-regulated instruction was adapted to behavior activities for three months. Data were collected from 19 heterogeneously grouped students in an experimental (N=19) classroom. The effects of self-regulation interventions were administered through an individual pre- and post- student questionnaire on self-regulation. Descriptive statistics for post-test student questionnaires show no statistical significance in emotional regulation, goal setting, and behavioral regulation. Descriptive statistics for the Teacher Child Behavior Rating Scale (CBRS) show a statistical significance in areas assessed by the classroom teacher. The results of this study suggest that the participants increased self-regulation skills due to appropriate interventions. Self-regulated learning positively affected performance.
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