Key to Academic Success: Predictors of Cognitive Self-Regulation in Children Under Care


Güneş S., Memişoğlu Sanlı A. , Erel Gözağaç S.

in: Changing Educational Paradigms: New Methods, Directions, and Policies, Sakir Cinkir, Editor, Peter Lang Publishing, Inc., Berlin, pp.331-347, 2020

  • Publication Type: Book Chapter / Chapter Vocational Book
  • Publication Date: 2020
  • Publisher: Peter Lang Publishing, Inc.
  • City: Berlin
  • Page Numbers: pp.331-347
  • Editors: Sakir Cinkir, Editor

Abstract

Abstract: Purpose: Children learn self-regulatory behaviors through interacting with their

social environment. Having limited social environment than their family-raised peers, children

living under social service care (SSC) may lag behind in terms of cognitive self-regulation

(CSR). Given the importance of cognitive aspect of self-regulation through life-span,

it becomes important to identify predictors of CSR to support the development of children

at risk. Thus, current study aimed to examine the possible predictors of CSR during middle

childhood in two different social environment: living under SSC and living with biological

families. Method: After the necessary permissions were granted, 173 children under protection

(living in either group homes or care villages) and their 224 family-raised classmates

filled in the questionnaires about perceived social support (SS). Furthermore, their teachers

filled in the questionnaires regarding their students’ CSR; while main caregivers (caregiver

in the institution or the mother) filled in questionnaires regarding the children’s temperament.

Findings: The proposed regression analyses explained above 40% of the variance in

children’s CSR. Results suggested no significant effect of SS on CSR. However, having high

perceptual sensitivity and being under protection was negatively associated with CSR. Furthermore,

perceptual sensitivity moderated the living condition – CSR link. Implications for

Research and Practice: The findings, limitations, possible implications, and suggestions for

the future studies were discussed. Findings highlighted the importance of adopting a wider

perspective, including both individual and social factors, when attempting to improve CSR

during middle childhood.

Keywords: Cognitive self-regulation, temperament, social support, social service care, middle

childhood