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Influence of Self-Regulation on the Development of Children’s Number Sense

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Abstract

The present study examined predictive power of behavioral self-regulation, family and child characteristics on children’s number sense. The participants consisted of 101 kindergarten children. A subsample of 30 children was randomly chosen for the reliability procedures of Assessing Number Sense and Head, Toes, Knees and Shoulders instruments. Thus, data from 71 children were used for further analysis. Multiple regressions using stepwise method were computed for determining whether self-regulation, family income, parents’ level of education, gender, and age related to and were predictive of scores on number sense. Results of the study indicated that behavioral self-regulation, mothers’ education level, gender and age are significant predictors of number sense, and behavioral self-regulation was the most influential predictor, followed by mothers’ education level, gender and age. Findings are discussed in terms of influential factors of number sense in early childhood.

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Notes

  1. Part of this data was from a project funded by Fulbright Scholar Program and the rest was funded by author.

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Acknowledgments

Partial funding for this study was provided by Fulbright Scholar Program. Thanks to the Fulbright Scholar Program, participating children, staff of all schools, trainees and a reviewer for her informative comments.

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Correspondence to Asiye Ivrendi.

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Ivrendi, A. Influence of Self-Regulation on the Development of Children’s Number Sense. Early Childhood Educ J 39, 239–247 (2011). https://doi.org/10.1007/s10643-011-0462-0

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