{"id":{"repo_id":"maryland","oai_identifier":"oai:drum.lib.umd.edu:1903/27209"},"canonical_url":"https://search.dev.ndltd.org/etd/maryland/oai:drum.lib.umd.edu:1903/27209","repository":{"repo_id":"maryland","name":"University of Maryland","base_url":"https://api.drum.lib.umd.edu/server/oai/request"},"display":{"title":"The Roles of Anger and Self-Regulation on School Readiness in Kindergarten","abstract":"Young children who are anger-prone or have poor self-regulation skills tend to have difficulties in school (Diaz et al., 2017; Liu et al., 2018; Valiente et al., 2012). However, few studies have explored how anger may work together with different self-regulatory tendencies to predict children’s school readiness. This study examined the relations of anger, effortful control, executive functioning, and school readiness among kindergarteners (n = 72). Executive functioning skills were found to be particularly important for academic readiness, whereas anger and effortful control were found to be particularly important and to work together to predict social-emotional readiness. These findings provide evidence for the conceptual distinctions between executive functioning and effortful control as two distinct types of self-regulation, and demonstrate the need for tailored approaches to social-emotional learning (SEL). Future SEL programs would benefit from approaches that take children’s pre-existing tendencies for anger and self-regulation into account in anger management training.","abstract_html":"Young children who are anger-prone or have poor self-regulation skills tend to have difficulties in school (Diaz et al., 2017; Liu et al., 2018; Valiente et al., 2012). However, few studies have explored how anger may work together with different self-regulatory tendencies to predict children’s school readiness. This study examined the relations of anger, effortful control, executive functioning, and school readiness among kindergarteners (n = 72). Executive functioning skills were found to be particularly important for academic readiness, whereas anger and effortful control were found to be particularly important and to work together to predict social-emotional readiness. These findings provide evidence for the conceptual distinctions between executive functioning and effortful control as two distinct types of self-regulation, and demonstrate the need for tailored approaches to social-emotional learning (SEL). Future SEL programs would benefit from approaches that take children’s pre-existing tendencies for anger and self-regulation into account in anger management training.","abstract_has_math":false,"creators":["Callan, Sabrina"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Counseling and Personnel Services","school":null,"contributors":[],"advisors":["Teglasi, Hedwig"],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020","date_published":"2020","updated_at":"2026-07-24T03:02:20Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.13016/zokx-hkuh"],"render_values":[{"text":"https://doi.org/10.13016/zokx-hkuh","href":"https://doi.org/10.13016/zokx-hkuh","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1903/27209","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Teglasi, Hedwig"]},{"key":"dc:contributor.department","label":"Department","values":["Counseling and Personnel Services"]},{"key":"dc:creator","label":"Author","values":["Callan, Sabrina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-07-07T05:31:21Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-07-07T05:31:21Z"]},{"key":"dc:date.issued","label":"Date","values":["2020"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.13016/zokx-hkuh"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1903/27209"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Young children who are anger-prone or have poor self-regulation skills tend to have difficulties in school (Diaz et al., 2017; Liu et al., 2018; Valiente et al., 2012). However, few studies have explored how anger may work together with different self-regulatory tendencies to predict children’s school readiness. This study examined the relations of anger, effortful control, executive functioning, and school readiness among kindergarteners (n = 72). Executive functioning skills were found to be particularly important for academic readiness, whereas anger and effortful control were found to be particularly important and to work together to predict social-emotional readiness. These findings provide evidence for the conceptual distinctions between executive functioning and effortful control as two distinct types of self-regulation, and demonstrate the need for tailored approaches to social-emotional learning (SEL). Future SEL programs would benefit from approaches that take children’s pre-existing tendencies for anger and self-regulation into account in anger management training."]},{"key":"dc:title","label":"Title","values":["The Roles of Anger and Self-Regulation on School Readiness in Kindergarten"]}]}],"canonical_facts":{"dc:contributor.advisor":["Teglasi, Hedwig"],"dc:contributor.department":["Counseling and Personnel Services"],"dc:creator":["Callan, Sabrina"],"dc:date.accessioned":["2021-07-07T05:31:21Z"],"dc:date.available":["2021-07-07T05:31:21Z"],"dc:date.issued":["2020"],"dc:description.abstract":["Young children who are anger-prone or have poor self-regulation skills tend to have difficulties in school (Diaz et al., 2017; Liu et al., 2018; Valiente et al., 2012). However, few studies have explored how anger may work together with different self-regulatory tendencies to predict children’s school readiness. This study examined the relations of anger, effortful control, executive functioning, and school readiness among kindergarteners (n = 72). Executive functioning skills were found to be particularly important for academic readiness, whereas anger and effortful control were found to be particularly important and to work together to predict social-emotional readiness. These findings provide evidence for the conceptual distinctions between executive functioning and effortful control as two distinct types of self-regulation, and demonstrate the need for tailored approaches to social-emotional learning (SEL). Future SEL programs would benefit from approaches that take children’s pre-existing tendencies for anger and self-regulation into account in anger management training."],"dc:identifier":["https://doi.org/10.13016/zokx-hkuh"],"dc:identifier.uri":["http://hdl.handle.net/1903/27209"],"dc:language.iso":["en"],"dc:title":["The Roles of Anger and Self-Regulation on School Readiness in Kindergarten"],"dc:type":["Thesis"]},"updated_at":"2026-07-24T03:02:20Z"}