Children’s geometric skills: Any ties to self-regulation skills?

Abstract

This paper examines the relationship between early geometric skills, behavioral self-regulation skills, teacher-mother reported self-regulation skills, child age and family income in 5-6 year-old children. The participants (N = 202; 104 girls, 98 boys) average age was 71 months (sd = 4.82; Data on race/ethnicity were not asked to participants). This review found evidence that positive correlation among geometric skills, behavioral self-regulation skills, teacher-reported self-regulation skills and child age. And binary logistic regression analysis indicated that the predictors of children’s likelihood of being in the above average-level early geometric skills group were their behavioral self-regulation skills (3.3% to the odds), teacher-reported self-regulation skills (3.4% to the odds) and child age (8.8% to the odds).

Keywords:

• Early geometric skills
• early mathematics
• regression analysis
• self-regulation skills

Disclosure statement

No potential conflict of interest was reported by the authors.

Ethics committee

At the time this study was planned, only the research permission obtained by the Directorate of National Education was required. Therefore, an additional ethics committee approval was not obtained. However, if requested, the document regarding the permission of the education directorate can be shared.

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.