@article{ref1,
title="Children's responses to entry failure: attention deployment patterns and self-regulation skills",
journal="Journal of genetic psychology",
year="2011",
author="Wilson, Beverly J. and Petaja, Holly S. and Stevens, Arianne D. and Mitchell, Margaret F. and Peterson, Kari M.",
volume="172",
number="4",
pages="376-400",
abstract="In this study the authors investigated associations among children's observed responses to failure in an analogue entry situation, their attention deployment patterns, and skills and processes associated with self-regulation. Participants were 54 kindergarten and first-grade students who were either aggressive-rejected or low aggressive-popular based on peer nominations. Inhibitory control predicted the tendency to respond to entry failure by stopping and watching the group's activity. Baseline vagal tone and other-directed attention predicted children's tendency to change entry strategies after failure. Parent-rated attention skills moderated the relation between children's attention deployment patterns during the entry task and their responses to entry failure. Children who engaged in more other-directed attention were less likely to turn to solitary play after entry failure but only if they had high or moderate levels of attentional control. Other-directed attention was related to repeating previous entry bids without modification after entry failure but only when children had high levels of attention problems.<p /> <p>Language: en</p>",
language="en",
issn="0022-1325",
doi="",
url="http://dx.doi.org/"
}