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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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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 Development |
| Author: | Cuskelly, M (Professor Monica Cuskelly) |
| ID Code: | 126524 |
| Year Published: | 2011 |
| Deposited By: | Education |
| Deposited On: | 2018-06-15 |
| Last Modified: | 2018-06-15 |
| Downloads: | 0 |
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