EARLY RELATIONSHIPS AMONG SELF-REGULATORY CONSTRUCTS: THEORY OF MIND AND PRESCHOOL CHILDRENS PROBLEM SOLVING

This study was designed to address relationships among selfregulatory constructs in young children. Relationships were investigated among (a) the theory of mind constructs of intention and false-belief, (b) problem solving ability, (c) metacognitive regulation, and (d) strategy use in 39 preschool-aged children. Findings indicate generally expected ageappropriate differences on theory of mind tasks, problem solving, metacognitive regulation, and strategy use. Significant correlations are evident between strategy use and theory of mind, and metacognitive regulation and theory of mind. A moderate, but nonsignificant correlation is found between strategy use and metacognitive regulation. The findings across tasks indicate preschool children possess regulatory capability in a variety of domains and indicate that self-regulation and strategy use is evident on problem-solving tasks in preschool learners.