Assessment of Self-Regulation at School Entry: A Literature Review of Existing Screening Tools and Suitability for the Aotearoa New Zealand Context

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-11-30 DOI:10.1177/07342829231219291
Ashleigh Barrett-Young, Rachel Martin, A. E. Clifford, Elizabeth Schaughency, Jimmy McLauchlan, Dione Healey
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Abstract

This literature review investigates tools used to assess self-regulation at school entry and to inform recommendations for use in Aotearoa New Zealand. We were particularly interested in identifying self-regulation screening tools that had been developed from Indigenous frameworks to enhance likelihood of culturally empowering assessment. APA PsycInfo and Clarivate Web of Science databases were searched for articles on self-regulation screening at school entry. Screening tools were included if they met the following criteria: available in English or te reo Māori (the two predominant written languages of Aotearoa New Zealand); appropriate for children aged 5–6 years; and focus on self-regulation or contain a component assessing self-regulation. 39 screening tools which met the criteria were identified. Overall, most tools were developed from a Euro-American perspective and many were deficit- and/or clinically-focused. Issues with translating screening tools to other cultures are discussed, specifically in the context of Aotearoa New Zealand.
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入学时的自我调节评估:现有筛查工具的文献综述及是否适合新西兰本土情况
本文献综述调查了用于评估入学时自我调节能力的工具,并为在新西兰奥特亚罗瓦使用这些工具提供建议。我们特别感兴趣的是确定根据土著框架开发的自我调节筛选工具,以提高文化赋权评估的可能性。我们在 APA PsycInfo 和 Clarivate Web of Science 数据库中搜索了有关入学自律筛查的文章。符合以下标准的筛查工具均被纳入其中:有英语或毛利语(新西兰奥特亚罗瓦的两种主要书面语言)版本;适合 5-6 岁儿童使用;侧重于自我调节或包含评估自我调节的内容。符合标准的筛查工具共有 39 种。总体而言,大多数工具都是从欧美国家的角度开发的,许多工具都以缺陷和/或临床为重点。本文讨论了将筛查工具翻译成其他文化的问题,特别是在新西兰奥特亚罗瓦的背景下。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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