El rol de la autorregulación como recurso operativo en la predicción del involucramiento escolar: transición preescolar-primaria
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Se analizaron las relaciones entre la autorregulación y la preparación para la escolarización en preescolar, y la validez predictiva de ellas sobre el involucramiento escolar en primaria. Se utilizó un diseño longitudinal en tres tiempos, multi-informante y multi-método. Participaron 58 niños entre 62 y 76 meses de edad, de tres instituciones educativas de Uruguay. Se utilizó la Evaluación de la Autorregulación en Prescolar para medir autorregulación, el Inventario de Desarrollo Infantil para la preparación para la escolarización y la Escala de Involucramiento Escolar para evaluar ese constructo. Se obtuvieron correlaciones moderadas y significativas entre variables. El análisis de regresión múltiple determinó la validez predictiva del funcionamiento ejecutivo (β = .50, p < .01 y .44, p < .05; R² = .31 y .23 en T1 y T2, respectivamente) sobre el involucramiento escolar un año después, controlando por sexo y CI. Se discuten las implicancias de estos hallazgos en primera infancia.
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