東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Self-Regulation Moderates the Relati...

Chandler, Madison C.

FindBook

Google Book

Amazon

博客來

Self-Regulation Moderates the Relationship Between Fine Motor Skills and Writing in Early Childhood.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Self-Regulation Moderates the Relationship Between Fine Motor Skills and Writing in Early Childhood./
作者:	Chandler, Madison C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	82 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-10, Section: B.
Contained By:	Dissertations Abstracts International82-10B.
標題:	Kinesiology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28323563
ISBN:	9798597069456

Self-Regulation Moderates the Relationship Between Fine Motor Skills and Writing in Early Childhood.
Chandler, Madison C.

Self-Regulation Moderates the Relationship Between Fine Motor Skills and Writing in Early Childhood. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 82 p.

Source: Dissertations Abstracts International, Volume: 82-10, Section: B.

Thesis (Ph.D.)--Michigan State University, 2021.

This item must not be sold to any third party vendors.

Learning to write is challenging for young children, as they must integrate their still-developing fine motor skills with an understanding of written language to produce a mark that has meaning. Complicating things more is the fact that children are often asked to produce a variety of written products with varying task demands (e.g., writing single letters vs. combining these letters to form entire words or sentences). Although theoretical models of writing highlight the importance of both self-regulation and fine motor skills for writing, our current understanding of how these two constructs interact to support writing remains incomplete. Thus, this dissertation examined the extent to which self-regulation moderates the relation between fine motor skills and early writing development - and whether this relation differs by writing task difficulty. To address this, two diverse cross-sectional samples of 3-5-year-old children from Head Start programs were assessed on motor skills, self-regulation, and a variety of writing tasks at the beginning (N = 333) and end (N = 405) of the preschool year. Hierarchical regression analyses were conducted to examine the potential moderating association between fine motor skill and self-regulation on early writing skills, with separate models fit for each writing task. After controlling for demographic factors, results indicated that self-regulation was important at the beginning of the year for children with higher levels of motor skills when completing a challenging writing task. Self-regulation was also important at the end of the school year for both 1) children with lower motor skills, but only for the simpler writing tasks, and 2) for children with higher motor skills on the more-challenging writing tasks. Findings suggest that the relation between self-regulation and writing is dependent upon task difficulty, and that self-regulation and motor skills may compensate for deficits in one or the other skill when children perform writing tasks.

ISBN: 9798597069456Subjects--Topical Terms:

517627
Kinesiology.
Subjects--Index Terms:

Fine motor skills

Self-Regulation Moderates the Relationship Between Fine Motor Skills and Writing in Early Childhood.
LDR:03159nmm a2200361 4500 001 2284352
005 20211123073001.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798597069456
035 $a (MiAaPQ)AAI28323563
035 $a AAI28323563
040 $a MiAaPQ $c MiAaPQ
100 1 $a Chandler, Madison C. $0 (orcid)0000-0003-4909-7379 $3 3563517
245 1 0 $a Self-Regulation Moderates the Relationship Between Fine Motor Skills and Writing in Early Childhood.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 82 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-10, Section: B.
500 $a Advisor: Pontifex, Matthew B.
502 $a Thesis (Ph.D.)--Michigan State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Learning to write is challenging for young children, as they must integrate their still-developing fine motor skills with an understanding of written language to produce a mark that has meaning. Complicating things more is the fact that children are often asked to produce a variety of written products with varying task demands (e.g., writing single letters vs. combining these letters to form entire words or sentences). Although theoretical models of writing highlight the importance of both self-regulation and fine motor skills for writing, our current understanding of how these two constructs interact to support writing remains incomplete. Thus, this dissertation examined the extent to which self-regulation moderates the relation between fine motor skills and early writing development - and whether this relation differs by writing task difficulty. To address this, two diverse cross-sectional samples of 3-5-year-old children from Head Start programs were assessed on motor skills, self-regulation, and a variety of writing tasks at the beginning (N = 333) and end (N = 405) of the preschool year. Hierarchical regression analyses were conducted to examine the potential moderating association between fine motor skill and self-regulation on early writing skills, with separate models fit for each writing task. After controlling for demographic factors, results indicated that self-regulation was important at the beginning of the year for children with higher levels of motor skills when completing a challenging writing task. Self-regulation was also important at the end of the school year for both 1) children with lower motor skills, but only for the simpler writing tasks, and 2) for children with higher motor skills on the more-challenging writing tasks. Findings suggest that the relation between self-regulation and writing is dependent upon task difficulty, and that self-regulation and motor skills may compensate for deficits in one or the other skill when children perform writing tasks.
590 $a School code: 0128.
650 4 $a Kinesiology. $3 517627
650 4 $a Language arts. $3 532624
650 4 $a Early childhood education. $3 518817
653 $a Fine motor skills
653 $a Preschool
653 $a Self-regulation
653 $a Writing
690 $a 0575
690 $a 0279
690 $a 0518
710 2 $a Michigan State University. $b Kinesiology - Doctor of Philosophy. $3 2097336
773 0 $t Dissertations Abstracts International $g 82-10B.
790 $a 0128
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28323563