Assessing Early Self-Regulation in Classroom Contexts: A Screening Tool for Atypical Cognitive Development

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dc.abstract.enDifficulties in self-regulation (SR) often become visible before atypical cognitive development is formally identified and may limit children's participation in everyday classroom activities. This study introduces a brief, group-based observational screening tool for assessing cognitive, behavioral, and emotional SR in preschool classroom contexts. Across two studies involving children aged 3–7 years with typical development and developmental risk, we examined inter-rater reliability, differences across group and individual administration formats, convergent validity with the Head-Toes-Knees-Shoulders task, and screening sensitivity. The battery showed high inter-rater reliability and comparable performance across administration formats. Convergent validity followed domain- and task-specific patterns, with stronger alignment for cognitive and behavioral tasks. Screening analyses indicated that selected tasks differentiated children at developmental risk from typically developing peers, with fair classification accuracy. Overall, the findings partially support group-based observational assessment as an ecologically valid approach to early screening of SR difficulties.
dc.affiliationWydział Psychologii w Katowicach
dc.contributor.authorJózefacka, Natalia
dc.contributor.authorMoc, Sara A.
dc.date.accessioned2026-06-10T07:50:45Z
dc.date.available2026-06-10T07:50:45Z
dc.date.created2026-06-01
dc.date.issued2026
dc.description.accesstimeafter_publication
dc.description.grantnumber2021/05/X/HS6/00229
dc.description.granttitleEkologiczna trafność pomiaru samoregulacji u dzieci. Badanie pilotażowe.
dc.description.issue3
dc.description.physical1-13
dc.description.sdgQualityEducation
dc.description.sdgReducedInequalities
dc.description.sdgGoodHealthAndWellBeing
dc.description.versionfinal_published
dc.description.volume40
dc.identifier.doi10.1002/acp.70232
dc.identifier.eissn1099-0720
dc.identifier.issn0888-4080
dc.identifier.urihttps://share.swps.edu.pl/handle/swps/2396
dc.identifier.weblinkhttps://onlinelibrary.wiley.com/doi/10.1002/acp.70232
dc.languageen
dc.pbn.affiliationpsychologia
dc.rightsClosedAccess
dc.rights.explanationPublikacja za paywallem
dc.rights.questionNo_rights
dc.share.articleOTHER
dc.subject.enatypical cognitive development
dc.subject.enclassroom-based observation
dc.subject.enearly education
dc.subject.enscreening assessment
dc.subject.enself-regulation
dc.swps.sciencecloudsend
dc.titleAssessing Early Self-Regulation in Classroom Contexts: A Screening Tool for Atypical Cognitive Development
dc.title.journalApplied Cognitive Psychology
dc.typeJournalArticle
dspace.entity.typeArticle