Young Children's Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten Academic Article uri icon


  • 2016 Association for Childhood Education International. This study investigated childrens interest-based activities in the home during the preschool years and their subsequent academic self-regulation behaviors in school. Childrens home activities were tracked for 1 year prior to kindergarten entry. Based on their profiles of activities, children (109) were assigned to one of four interest groups: conceptual, social, procedural, or creative. The childrens academic self-regulation behaviors were observed throughout kindergarten. Specifically, the contribution of childrens early interests to understanding their metacognitive talk and progress monitoring was analyzed, controlling statistically for the effects of gender, cognitive skill, and temperament. There were discernible patterns unique to each group in the content of their metacognitive talk and strategies for monitoring progress. The study offers an uncommonly rich description of the academic self-regulation behaviors of young children and explores the role of early childhood interests in the development of academic self-regulation.

published proceedings


altmetric score

  • 0.75

author list (cited authors)

  • Neitzel, C., Alexander, J. M., & Johnson, K. E.

citation count

  • 5

complete list of authors

  • Neitzel, Carin||Alexander, Joyce M||Johnson, Kathy E

publication date

  • October 2016