Educator Beliefs Around Supporting Early Self-Regulation: Development and Evaluation of the Self-Regulation Knowledge, Attitudes and Self-Efficacy Scale

The current study sought to investigate the extent which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting self-regulation predicted educator behavior children’s outcomes. Data from a diverse sample of 165 educators participating cluster Randomized Control Trial evaluation intervention were utilized evaluate construct validity, reliability predictive properties Self-Regulation Knowledge, Attitudes Self-Efficacy scale. Evaluation via traditional (EFA, Cronbach’s Alpha) modern approaches (Rasch Analysis) yielded valid reliable 25-item scale, comprising three distinct yet related subscales (i.e., attitudes, self-efficacy). For assigned group, significantly perceived competency implement as well their perceptions around effectiveness enhance self-regulation. control group practice usual), longitudinally end-of-year status change (over 6 months later). Findings this suggest importance pre-school beliefs fostering highlight need further explore impact these with regard engagement intervention.