The development of self-regulation is critical for children’s positive interactions with others and successful adjustment to school. Using their self-regulation skills, children can adapt their temperamental, emotional, and behavioral reactions to environmental stimuli. Greater self-regulation is advantageous in the classroom, as more regulated children have an easier time with basic behavioral expectations, and are more likely to persist with difficult tasks, work efficiently, and pay attention to instructions. INSIGHTS into Children’s Temperament (INSIGHTS) is a temperament-based intervention that improves kindergarten and first-grade children’s social-emotional development and academic learning. In the current study, we examined the effects of INSIGHTS on rural Midwestern children’s self-regulation development (i.e., attention, inhibitory control), compared to control classrooms. In addition, we explored the effects of children’s baseline self-regulation and the effects of the intervention on children’s developmental trajectories. Students (N = 147) from 61 classrooms were randomly assigned to INSIGHTS or control conditions by school. Children’s self-regulation skills whereas examined at four different times. Multiple regression models were fit, and results suggest that INSIGHTS participants exhibited greater self-regulation at Time 4 as compared to the control group. Additionally, latent growth curve models were used to model linear growth. Results suggest that INSIGHTS participants experienced increased growth rates for attention, inhibitory control, and sustained attention compared to the control group. Our study provides evidence for the positive effects of a social-emotional classroom intervention on the developmental trajectory of children’s self-regulation.

自我调节能力的发展对于孩子与他人的积极互动和成功适应学校至关重要。利用他们的自我调节技能，孩子们可以调整他们对环境刺激的气质、情绪和行为反应。更强的自我调节在课堂上是有利的，因为更规范的孩子更容易接受基本的行为期望，并且更有可能坚持完成困难的任务、高效工作并注意指示。INSIGHTS into Children's Temperament （INSIGHTS） 是一种基于气质的干预措施，可改善幼儿园和一年级儿童的社交情感发展和学术学习。在目前的研究中，我们检查了与对照课堂相比，INSIGHTS 对中西部农村儿童自我调节发展（即注意力、抑制控制）的影响。此外，我们探讨了儿童基线自我调节的影响以及干预对儿童发展轨迹的影响。来自 61 个教室的学生 （N = 147） 按学校随机分配到 INSIGHTS 或控制条件。儿童的自我调节能力，同时在四个不同的时间进行检查。拟合多元回归模型，结果表明，与对照组相比，INSIGHTS 参与者在时间 4 表现出更强的自我调节能力。此外，潜在生长曲线模型用于模拟线性生长。结果表明，与对照组相比，INSIGHTS 参与者的注意力、抑制控制和持续注意力的增长率有所提高。 我们的研究为社会情感课堂干预对儿童自我调节的发展轨迹的积极影响提供了证据。