Culture, Self-Regulation, and Academics in Preschool Ruth Guirguis
The development of self-regulation in early childhood students is imperative for the development of higher level thinking skills. Thus, the ability to self-regulate has been link to academic achievement and as a better indicator of school readiness. However, the research does not look into culture or cultural factorsas a variable that may influence the development of self-regulation. Minority students such as Latino and African Americans are considered to be at a higher risk for not developing these regulatory skills. Hence, this research looks at the associations between early childhood students, self-regulation, academics, and culture. Specifically, the research analyzes results from candidates that were either Latino American culture and African American culture. A one-way ANCOVA was conducted to compare the development academics for both cultures while controlling for self-regulation. A total of 60 preschool students participated in this study. The overall ANCOVA was significant, F (1,66) = 11.50, p< .000. The strength of the relationship between the independent variable and the dependent variable was very strong, as assessed by
