Date of Award
Bachelor of Arts
The following study looks at the relationship between behavioral regulation, social skills, and academic preparedness in preschool-aged children. Observational data were collected from a Head Start classroom located in central Ohio with children between the ages of 3 and 5. Raters used an adaptation of the Child Behavior Rating Scale and a version of the Social Skills Improvement System Rating Scale to measure behavioral regulation and social skills. These scores were collected through direct observation via video footage from a Head Start classroom (N=17). Academic tests using GOLDⓇ Teaching Strategies were collected in October and February by the county’s Head Start. These scores were used in the study to gauge academic skills. I hypothesized that children who demonstrate strong social skills and behavioral regulation would score higher on tests of academic preparedness. Additionally, social skills would mediate the relationship between behavioral regulation and academic success. While the data did not support this hypothesis, an unexpected negative correlation was found between Social Skills observational scores and Behavioral Regulation observational scores. Implications for classroom practice and future research will be discussed at the end of the following paper.
Culbert, Samantha, "Social-Emotional Competence in Preschool: The Relationship Between Behavioral Regulation, Social Skills, and Academic Performance" (2019). Honors Theses. 220.
All rights reserved. This copy is provided to the Kenyon Community solely for individual academic use. For any other use, please contact the copyright holder for permission.