Journal article
The importance of self‐regulation: a mediator of early socio‐emotional difficulties on later socio‐emotional and relational outcomes
Journal of Research in Special Educational Needs, Vol.21(1), pp.3-18
01/2021
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Source: InCites
Abstract
Research suggests that a childhood diagnosis of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer teacher–child relationship quality and higher rates of externalising behaviours. It is proposed that the socio-emotional problems experienced by those children with ASD and/or ADHD lead to poor teacher–child relationship quality and an increase in externalising behaviours. It is also proposed that self-regulation skills and language ability may mediate these relationships. Data from the Longitudinal Study of Australian Children (LSAC) from 5107 participants whose ages ranged from 2 to 3, 6 to 7 and 10 to 11 years were used for these analyses. Outcome variables were teacher–child relationship quality and externalising behaviours. There were direct effects between ADHD/ASD and externalising behaviours (SDQ). Externalising behaviours were also fully mediated by self-regulation. All other models showed significant partial mediation. Findings suggest that language was not significantly related to either outcome variable. These results support the conclusion that self-regulation is a protective factor for those diagnosed with ASD and other disorders with associated socio-emotional problems such as ADHD. Results also suggest that a focus on self-regulation skills in educational programs has the potential to improve socio-relational outcomes for all children with socio-emotional difficulties.
Details
- Title
- The importance of self‐regulation: a mediator of early socio‐emotional difficulties on later socio‐emotional and relational outcomes
- Creators
- Alice Nucifora - Queensland University of TechnologySue Walker - Queensland University of Technology
- Publication Details
- Journal of Research in Special Educational Needs, Vol.21(1), pp.3-18
- Publisher
- Wiley-Blackwell Publishing Ltd.
- Number of pages
- 14
- Identifiers
- 991013007698602368
- Copyright
- © 2020 National Association for Special Educational Needs
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article