De samenhang tussen zelfcontrole en externaliserend probleemgedrag bij peuters en de modererende rol van gedragsregulatie van pedagogisch medewerkers.

Abstract

A cross-sectional research has been carried out amongst toddlers with behavior problems at preschools to investigate the relation between self-control, externalizing problems and behavior regulation of teachers. The participants (N =193) were toddlers with persistent behavior problems attending a preschool. Of these participants 131 were boys and 62 were girls. Both self-control, behavior regulation and the interaction between them were expected to have an influence on the degree of externalizing problems in these toddlers. Self-control was measured with waiting tasks. Behavior regulation was measured by observing teachers. Externalizing problems was divided in ‘behavior problems’, ‘hyperactivity/inattention’ and ‘prosocial behavior’ and were measured with the Strengths and Difficulties Questionnaire (SDQ) completed by the children’s teachers. A moderation analysis showed that the interaction between self-control and behavior regulation on externalizing problems was not significant. Self-control has significant effects on externalizing problems. These results imply that externalizing problems are less represented in toddlers when their self-control is high. Behavior regulation is only a predictor for prosocial behavior. Further research could focus on comparing ethnic groups or gender. Longitudinal research can be done to investigate the influence of self-control on the development of externalizing problems throughout the years.