Catherine Gunzenhauser
University of Freiburg
Convergent validityDevelopmental psychologyGermanPsychologyMeasurement invarianceCognitionTask analysisEarly childhood educationCognitive psychologyStandardized testSocializationGeneralizability theoryExecutive functionsEarly childhoodVocabularyContext (language use)Task (project management)Academic achievementAffective behaviorEducational resourcesBilingual advantageMiddle childhoodPreschool childEmotion socializationSelf-controlScale (social sciences)
32Publications
10H-index
439Citations
Publications 29
Newest
#1Caterina GawrilowH-Index: 15
#2Anika Fäsche (University of Freiburg)H-Index: 4
Last. Antje von Suchodoletz (University of Freiburg)H-Index: 14
view all 6 authors...
The present studies aimed at investigating whether children’s risk for self-regulatory failure implicates poor academic outcomes even before the start of formal instruction. Therefore, we analyzed the association between children’s self-regulation abilities (i.e., operationalized with different paradigms) and academic achievement (i.e., early math skills). In Study 1, we found that parent-rated self-regulation predicted early math skills in preschool children. Additionally, the time that childre...
16 CitationsSource
#1Antje von Suchodoletz (University of Freiburg)H-Index: 14
#2Anika Fäsche (University of Freiburg)H-Index: 4
Last. Bridget K. Hamre (UVA: University of Virginia)H-Index: 52
view all 4 authors...
Abstract The study examined the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, & Hamre, 2008) and the associated conceptual Teaching through Interaction framework to understand classroom processes in the German early education system. Three broad domains describe effective teacher–child interactions: Emotional Support , Classroom Organization , and Instructional Support . In the present study, we observed teacher–child interacti...
95 CitationsSource
#2Caterina Gawrilow (University of Tübingen)H-Index: 15
Last. Megan M. McClelland (OSU: Oregon State University)H-Index: 36
view all 7 authors...
Zusammenfassung: Selbstregulation ist fur die Bewaltigung (vor)schulischer Anforderungen von zentraler Bedeutung. Entsprechend der theoretischen Annahmen von Blair und Ursache (2011) steuern exekutive Funktionen die Selbstregulation von Handlungen. Im Rahmen der vorliegenden Studie wird die Validitat verschiedener Verfahren zur Erfassung von Selbstregulation vor dem Schul-eintritt sowie deren Zusammenhang zu schulrelevanten Vorlauferfertigkeiten untersucht. Die Selbstregulation von 311 Vorschulk...
9 CitationsSource
#1Catherine Gunzenhauser (University of Freiburg)H-Index: 10
#2Antje von Suchodoletz (University of Freiburg)H-Index: 14
Abstract This study examined cognitive consequences of preschoolers' suppression of emotional responses. We investigated two research questions that specify potentially unfavorable cognitive consequences of suppression use: depletion of self-control resources and decreased memory of verbal information. Children ( N = 119) were assigned to suppression and control conditions and received standardized emotion regulation instructions before watching an emotionally arousing film clip. Findings sugges...
8 CitationsSource
#1Steinunn Gestsdottir (University of Iceland)H-Index: 17
#2Antje von Suchodoletz (University of Freiburg)H-Index: 14
Last. Megan M. McClelland (OSU: Oregon State University)H-Index: 36
view all 8 authors...
Research suggests that behavioral self-regulation skills are critical for early school success, but few studies have explored such links among young children in Europe. This study examined the contribution of early self-regulation to academic achievement gains among children in France, Germany, and Iceland. Gender differences in behavioral self-regulation skills were also explored. A total of 260 children were followed longitudinally over one to two years (average age at Wave 1 was 74.5 months)....
74 CitationsSource
#1Catherine Gunzenhauser (University of Freiburg)H-Index: 10
#2Anika Fäsche (University of Freiburg)H-Index: 4
Last. Antje von Suchodoletz (University of Freiburg)H-Index: 14
view all 4 authors...
Mastery of cognitive emotion regulation strategies is an important developmental task. This paper focuses on two strategies that occur from preschool age onwards (Stegge & Meerum Terwogt, 2007): reappraisal and response suppression. Parental socialization of these strategies was investigated in a sample of N = 219 parents and their children. Informed by the tripartite model of family impact on children’s emotion regulation, direct relations of emotion socialization components (modeling and react...
31 CitationsSource
#1Antje von Suchodoletz (University of Freiburg)H-Index: 14
#2Catherine Gunzenhauser (University of Freiburg)H-Index: 10
Research Findings: Behavior regulation, including paying attention, remembering instructions, and controlling action, contributes to children's successful adaptation to and functioning in preschool and school settings. This study examined the development of behavior regulation in early childhood and its potential contribution to individual differences in children's early knowledge (mathematics and vocabulary). Sixty German preschool children were administered a direct observational measure of be...
21 CitationsSource
#1Antje von Suchodoletz (University of Freiburg)H-Index: 14
#2Steinunn Gestsdottir (University of Iceland)H-Index: 17
Last. Hrafnhildur Ragnarsdóttir (University of Iceland)H-Index: 6
view all 7 authors...
Abstract The present study investigated a direct assessment of behavioral self-regulation (the Head-Toes-Knees-Shoulders; HTKS) and its contribution to early academic achievement among young children in Germany and Iceland. The authors examined the psychometric properties and construct validity of the HTKS, investigated gender differences in young children's behavioral self-regulation, and explored relations between the HTKS and a teacher report of behavioral self-regulation (the Child Behavior ...
100 CitationsSource
#1Catherine Gunzenhauser (University of Freiburg)H-Index: 10
#2Tobias Heikamp (University of Konstanz)H-Index: 10
Last. Gisela Trommsdorff (University of Konstanz)H-Index: 41
view all 8 authors...
Perceived self-efficacy in emotion regulation facilitates various aspects of psychosocial adjustment. The Regulatory Emotional Self-Efficacy scale (RESE) by Caprara and Gerbino (2001) measures perceived capabilities to express positive emotions (POS) and to manage negative emotions, namely, despondency/distress (DES) and anger/irritation (ANG). The present research investigated the validity of the RESE scale in Germany. Study 1 investigated the factor structure and convergent validity of the sca...
18 CitationsSource