// DISSERTATION PROJECT

Analyzing interrelations between self-regulatory functions and associated outcomes in the childhood years

The dissertation analyses the associations of distinct facets of self-regulation (SR) during the early childhood years, spanning ages 3 to 5 to childhood development. Self-regulation, a construct vital for purposeful behavior, encompasses executive functions—engaging cognitive processes—and effortful control, which pertains to temperamental aspects within SR. The study draws on the integrated model of self-regulation to unravel the potential connections among these diverse facets and their subcomponents. Additionally, the project endeavors to analyze how these facets interrelate with various dimensions of childhood development, both academic and non-academic. This analysis shall also control for important family and individual factors, including socio-economic status and gender among others. Despite the growing importance of scientific literacy (SL) in recent years, there remains a scarcity of research examining the role of SR in SL development, particularly during the critical preschool and primary school years. Consequently, the second objective of the study is to analyze the impact of SR facets on the development of SL within these specific age groups. Moreover, the third goal involves shedding light on the unexplored study of SR facets and their longitudinal influence on social development during preschool and primary school years, incorporating essential controls in the analysis. Lastly, the project seeks to understand if the effects of the two SR facets (EF and EC) to academic achievement is mediated by social development/problem behaviours. To achieve these objectives, the study shall analyze the data available from the newborn cohort of the National Educational Panel Study (NEPS). This comprehensive investigation aims not only to contribute to the evolving discourse on SR but also to inform our understanding of its multifaceted influence on crucial aspects of childhood development.

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// ACADEMIC BACKGROUND

2020 - Present
Doctoral Research Scholar, Bamberg Graduate School of Social Sciences, University of Bamberg

2019 - 2020
Masters of Science (M.Sc.) in Family and Child Psychology, University of Chester, United Kingdom

2015 - 2017
Masters of Science (M.Sc.) in Human Development, Mount Carmel College (Affiliated to Bangalore University), Bangalore - India

2013 - 2014
Near East, South Asia. And Sub-Sahara Africa Under graduation Exchange Scholar at the University of Wisconsin (Stout), United States

2011 - 2015
Bachelors of Science (B.Sc.) in Human Development, , J.D Birla Institute (Affiliated to Jadavpur University), Kolkata - India

Awards and Scholarships:

2020 - 2024
Awarded the DAAD Graduate School Scholarship for Ph.D at Bamberg Graduate School of Social Sciences, University of Bamberg, Germany

2019
Awarded the Commonwealth Shared Scholarship by the Commonwealth Scholarship Commission in the UK for M.Sc. in Family and Child Psychology at University of Chester

2017
Awarded First Rank for M.Sc. - Human Development, Mount Carmel College Autonomous

2013
Awarded a one-year scholarship for the 2013 Near East, South Asia, and Sub-Saharan Africa Undergraduate Exchange Program by the United States Department of States

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// RESEARCH & PUBLICATIONS

Doshi, A., Weinert, S., & Attig, M. (2024). Self-regulatory abilities as predictors of scientific literacy among children in preschool and primary school years. Learning and Individual Differences, 114, 102515. https://doi.org/10.1016/j.lindif.2024.102515


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// CONFERENCES AND WORKSHOPS

The Bremen Initiative to Foster Early Childhood Development (BRISE). Paper presentation. Analysing the role of preschool self-regulatory abilities on social development from the preschool to the primary school years. 26-27.09. 2024

The European Association for Research on Learning and Instruction (EARLI). Poster presentation. Analysing self-regulation and school readiness: Effects on social development across preschool and primary school years. Warsaw, Poland. 10-12. 07. 2024

The international society for the study of behavioural development (ISSBD). Paper presentation. Self-regulation in the preschool years and later social development in the preschool and elementary years. Lisbon, Portugal. 17.06. 2024

The Society for longitudinal and life course studies (SLLS). Life courses in times of uncertainty. Poster presentation. Concurrent and longitudinal associations between executive functions (EF) and socio-emotional competence in the childhood years. Munich, Germany. 09-11.10.2023

The 17^th Annual International conference on Psychology. Paper presentation (Hybrid). Executive functions and scientific literacy among young children. Athens, Greece. 22-25.05.2023

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// EXPERIENCE

07/2017 – 02/2019
Assistant Professor, Department of Human Development, J.D. Birla Institute, affiliated to Jadavpur University, Kolkata, India.

04/2016 – 06/2016
Human Resources Intern, The Leela Palace, Bangalore, India.

06/2015 – 07/2015
Human Resources Intern, Gray Matters, Kolkata, India.

01/2014 – 05/2014
Office and Services Assistant Intern, The Bridge to Hope, Wisconsin, USA.

02/2013 – 04/2013
Teaching Internship, Hope Foundation, Kolkata, India.

Image Credits: © Bamberg Graduate School of Social Sciences