Learning-Related Cognitive Self-Regulation Measures for Prekindergarten Children: Predictive Validity for Academic Achievement

Reports

Technical Reports

Description: This report was distributed to parents of participating children and school staff at participating study sites to provide a brief summary of the study findings.

Description: This training manual details the materials, script, scoring, and other general administration procedures used to administer the “final 6” measures of self-regulation identified in the Self-Regulation Measurement Study as being both 1) predictive of achievement gains and 2) easily used in Pre-K settings (portable, do not require computer administration).

Meador, D.N., Turner, K. A., Lipsey, M. W., & Farran, D. C. (2013). Administering measures from the pri learning-related cognitive self-regulation study. Nashville, TN: Vanderbilt University, Peabody Research Institute.

Working Papers

Lipsey, M. W., Nesbitt, K. T., Farran, D. C., Dong, N., Fuhs, M. W., & Wilson, S. J. (2014). Learning-related cognitive self-regulation measures for prekindergarten children with predictive validity for academic achievement. Unpublished manuscript, Peabody Research Institute, Vanderbilt University, Nashville, TN.

Conference Posters and Presentations

Description: The purpose of this study was to evaluate whether or not measurement equivalence can be established across gender as well as longitudinally in a battery of six cognitive self-regulation measures suitable for field-based research. Establishing group and longitudinal measurement equivalence allows us to be confident that latent mean group differences and latent mean changes in self-regulation skills across time can be attributed to the underlying latent construct.

Fuhs, M. W., & Turner, K. A. (2012, February). Evaluating group and longitudinal measurement equivalence in a battery of cognitive self-regulation measures for preschoolers. Poster presented at the Society for Research in Child Development 2012 Themed Meeting: Developmental Methodology. Tampa, FL.

Description: The purpose of the present study was to construct and validate a direct assessment battery for learning-related executive function for preschool children. The criteria for measures to include in this battery required that they 1) exhibit variability and growth from the beginning to the end of preschool; 2) show joint variation, but not complete collinearity, with other executive function measures; 3) predict academic achievement and growth in achievement; 4) converge with teacher rating of classroom behaviors that are reflective of executive function; and 5) be easily administered in preschool settings.

Turner, K.A., Lipsey, M.W., Fuhs, M.W., Vorhaus, E., & Meador D. N. (2012, March). Academically relevant measures of self-regulation: development and validation of assessments for preschool children. Paper presented at the spring meeting of the Society for Research on Educational Effectiveness, Washington D.C.

Description:

Presented during the IES Principal Investigator meeting’s Early Childhood Assessment Showcase prior to the SREE conference.  Session focused on identifying well-developed and valid assessment measures for young children which can be a challenging task for both practitioners and researchers. PRI’s portion of the showcase was entitled, “Measuring Learning-Related Cognitive Self-Regulation in Preschool Children”.  Format was a 5 minute oral presentation followed by a laptop demonstration thus there are 2 presentations for this session posted.

 

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Funding:

This research project was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A090079 awarded to Mark Lipsey and Dale C. Farran at Vanderbilt University at the Peabody Research Institute.