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Self-regulation: a new perspective on learning problems experienced by children born extremely preterm

Citation

Lynn, LN and Cuskelly, M and O'Callaghan, MJ and Gray, PH, Self-regulation: a new perspective on learning problems experienced by children born extremely preterm, Australian Journal of Educational and Developmental Psychology, 11 pp. 1-10. ISSN 1446-5442 (2011) [Refereed Article]


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Copyright AJEDP 2011 School of Education, Faculty of Education & Arts, University of Newcastle.

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Abstract

Survival rates are increasing for children born extremely preterm, yet despite the majority of these children having IQ scores within the average range, 50-70% of these children have later school difficulties. This paper reviews factors associated with academic difficulties in these children, emphasizing the contributions of executive functions (EF) and self-regulation. The roles of EF are examined separately, and also under the unifying construct of self-regulation; that is, the integration of various behavioural, cognitive, and affective elements. Improving self-regulatory skills could moderate the negative effects of EF deficits and inform interventions to improve the educational outcomes of these children

Item Details

Item Type:Refereed Article
Keywords:preterm, premature, extremely low birth weight, self-regulation, executive functions, learning difficulties
Research Division:Education
Research Group:Specialist studies in education
Research Field:Special education and disability
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Cuskelly, M (Professor Monica Cuskelly)
ID Code:126524
Year Published:2011
Deposited By:Education
Deposited On:2018-06-15
Last Modified:2018-08-20
Downloads:24 View Download Statistics

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