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ERIC Number: EJ1115146
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0256-8543
The Kindergarten Transition: Behavioral Trajectories in the First Formal Year of School
Welsh, Megan E.; Miller, Faith G.; Kooken, Janice; Chafouleas, Sandra M.; McCoach, D. Betsy
Journal of Research in Childhood Education, v30 n4 p456-473 2016
During the first year of school, student success hinges on learning not only new academic skills, but also behavioral expectations and developing self-regulation skills in the classroom. The purpose of this study was to investigate development in behavioral regulation during the kindergarten year. The authors used multilevel models to explore the association between sex and risk status on academic engagement and disruptive behavior trajectories based on daily teacher-generated behavioral ratings obtained for 22 full-day kindergarten students (six at risk, 12 male) across 80 school days. Results indicated that, in general, behavior improved over time; academic engagement increased whereas disruptive behavior decreased. However, behavioral trajectories varied as a function of sex and risk status. Implications for practice and directions for future research are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Connecticut
Identifiers - Assessments and Surveys: Social Skills Rating System
IES Funded: Yes
Grant or Contract Numbers: R324B060014