Aashna Doshi

DAAD SCHOLARSHIP HOLDER

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Office: Feldkirchenstr. 21, Room: FG1/00.04, 96052 Bamberg, Germany
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E-Mail: aashna.doshi(at)uni-bamberg.de
Phone: +49(0)951/863-2439
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Pillar 1: Education, Personal Development and Learning from Early Childhood to Adulthood

Field: Developmental Psychology

Research Interests: Self- regulation, socio-emotional behaviors, academic achievement, competency assessment
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// DISSERTATION PROJECT

Analysing interrelations Between Preschool Self-Regulation and Children’s Outcomes During the Preschool-to-Primary School Period

This dissertation analyses the associations and predictive impact of distinct facets of self-regulation (SR) during early childhood, spanning ages 3 to 5, on childhood development. Self-regulation, a construct vital for purposeful behaviour, encompasses emotionally neutral executive functions (EF's i.e., inhibitory control, updating, and cognitive flexibility) as well as emotion-related facets, including effortful control and delay of gratification. This research draws on integrated models of self-regulation to examine the associations between SR facets and various dimensions of childhood development, both academic and non-academic. The analyses account for key family and individual factors, including socio-economic status and child sex, among others. Despite the growing recognition of scientific literacy (SL) in recent years, research on the role of SR in SL development --particularly during the critical preschool and primary school years --remains scarce. Therefore, the first objective of this study is to analyse the impact of SR facets on SL development within these age groups. The second objective is to explore the longitudinal predictive impact of SR facets on social development, including prosocial behaviour and peer relationships, during preschool and primary school years while controlling for relevant factors. The third objective is to extend these findings by analysing the role of various SR facets in broader developmental outcomes, such as behavioural problems (e.g., peer relationship problems, hyperactivity, and conduct problems) and academic competence (including mathematical competence, scientific competence, and receptive vocabulary). Specifically, the latter study analyses the mediating role of behavioural problems in the association between self-regulation and different domains of academic competence. To achieve these objectives, the study analyses data from the new-born cohort of the German National Educational Panel Study (NEPS). This large-scale study covers a range of indicators of different facets of early self-regulation and thus allowed to investigate their structure in early childhood as well as their impact on child 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:

2024 – 2025
Awarded the Bamberg Graduate School of Social Sciences Completion Scholarship, University of Bamberg, Germany

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., & Huang, W. (2026). Social development from preschool to primary school: Contribution of self-regulatory abilities during the preschool years. Journal of Applied Developmental Psychology, 103, 101924. https://doi.org/10.1016/j.appdev.2026.101924

Doshi, A. (2026). Early self-regulation and academic competence in the preschool-to-primary school transition: The mediating role of behavioral problems. Early Childhood Research Quarterly, 77, 12-24. https://doi.org/10.1016/j.ecresq.2026.06.002

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 12th Conference of the Society of Empirical Educational Research (GEBF). Paper presentation. Early self-regulation and social development: Understanding the role of developmental associations in the childhood years. Mannheim, Germany. 27 – 29.01.2025

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. Berlin, Germany. 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 17th 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.

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