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Early Education and Development Volume 24, 2013 - Issue 6
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ARTICLES

Effortful Control, Behavior Problems, and Peer Relations: What Predicts Academic Adjustment in Kindergartners from Low-Income Families?

Amanda Sheffield Morris Department of Human Development & Family Science, Oklahoma State UniversityCorrespondence[email protected]
,
Aesha John Department of History, Philosophy, and Social Sciences, Pittsburg State University
,
Amy L. Halliburton Department of Human Development and Family Science, Oklahoma State University
,
Michael D. S. Morris Department of Economics and Legal Studies, Oklahoma State University
,
Lara R. Robinson Department of Psychology, University of New Orleans
,
Sonya S. Myers Department of Psychology, University of New Orleans
,
Katherine J. Aucoin Department of Psychology, University of New Orleans
,
Angela W. Keyes Department of Psychology, University of New Orleans
&
Andrew Terranova Department of Psychology, University of New Orleans
 show all
Pages 813-828 | Published online: 25 Jul 2013

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Jasmine Gobeil-Bourdeau, Jean-Pascal Lemelin, Marie-Josée Letarte & Angélique Laurent. (2022) Can Temperament Predict School Readiness in At-Risk Kindergarteners? A Combination of Variable-Oriented and Person-Oriented Approaches. Early Education and Development 33:7, pages 1117-1136.
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Femke van der Wilt, Chiel van der Veen, Claudia van Kruistum & Bert van Oers. (2020) Language Abilities and Peer Rejection in Kindergarten: A Mediation Analysis. Early Education and Development 31:2, pages 269-283.
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Natalia Becker, Mailton Vasconcelos, Vanessa Oliveira, Fernanda Caroline Dos Santos, Lisiane Bizarro, Rosa M.M. De Almeida, Jerusa Fumagalli De Salles & Maria Raquel Santos Carvalho. (2017) Genetic and environmental risk factors for developmental dyslexia in children: systematic review of the last decade. Developmental Neuropsychology 42:7-8, pages 423-445.
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Carolyn Sutter, Lenna L. Ontai, Adrienne Nishina, Katherine J. Conger, Mical K. Shilts & Marilyn S. Townsend. (2017) Utilizing the desired results developmental profile as a measure of school readiness: evaluating factor structure and predictors of school readiness. Early Child Development and Care 187:9, pages 1433-1445.
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Bridget V. Dever. (2016) Using the Expectancy-Value Theory of Motivation to Predict Behavioral and Emotional Risk Among High School Students. School Psychology Review 45:4, pages 417-433.
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Tracy K.Y. Wong, Tyler Colasante & Tina Malti. (2023) A longitudinal examination of school-related and mental health mediators linking emotion regulation to academic achievement. Journal of School Psychology 101, pages 101253.
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Rasmus Riad, Mara Westling Allodi, Eva Siljehag & Sven Bölte. (2023) Language skills and well-being in early childhood education and care: a cross-sectional exploration in a Swedish context. Frontiers in Education 8.
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Ashley L. Merianos, Laura A. Nabors, Cathleen C. Odar Stough, Afolakemi C. Olaniyan, Matthew Lee Smith & E. Melinda Mahabee-Gittens. (2023) Associations of household tobacco smoking status with childhood temperament among U.S. preschool-aged children. Journal of Affective Disorders 329, pages 113-123.
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Carolina Melo, Robert C. Pianta, Jennifer LoCasale-Crouch, Francisca Romo & M. Constanza Ayala. (2022) The Role of Preschool Dosage and Quality in Children’s Self-Regulation Development. Early Childhood Education Journal.
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Liliana J. Lengua, Stephanie F. Thompson, Erika J. Ruberry, Cara J. Kiff, Melanie R. Klein, Lyndsey R. Moran & Maureen Zalewski. (2021) Concurrent and prospective effects of income, adversity, and parenting behaviors on middle‐childhood effortful control and adjustment. Social Development 31:3, pages 733-748.
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Hinke M. Endedijk, Linda D. Breeman, Caspar J. van Lissa, Marloes M. H. G. Hendrickx, Larissa den Boer & Tim Mainhard. (2021) The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior. Review of Educational Research 92:3, pages 370-412.
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David Reiss, Jody M. Ganiban, Leslie D. Leve, Jenae M. Neiderhiser, Daniel S. Shaw & Misaki N. Natsuaki. (2023) Parenting in the Context of the Child: Genetic and Social Processes. Monographs of the Society for Research in Child Development 87:1-3, pages 7-188.
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Dalia Nasvytienė & Tomas Lazdauskas. (2021) Temperament and Academic Achievement in Children: A Meta-Analysis. European Journal of Investigation in Health, Psychology and Education 11:3, pages 736-757.
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Petra Potmesilova & Milon Potmesil. (2021) Temperament and School Readiness – A Literature Review. Frontiers in Psychology 12.
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Amy A. Weimer, Katherine Rice Warnell, Idean Ettekal, Kelly B. Cartwright, Nicole R. Guajardo & Jeffrey Liew. (2021) Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model. Developmental Review 59, pages 100945.
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Hinke M. Endedijk, Antonius H. N. Cillessen, Harold Bekkering & Sabine Hunnius. (2020) Cooperation and preference by peers in early childhood: A longitudinal study. Social Development 29:3, pages 854-870.
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Kristen F. Stack & Bridget V. Dever. (2020) Using Internalizing Symptoms to Predict Math Achievement Among Low-Income Urban Elementary Students. Contemporary School Psychology 24:1, pages 89-101.
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Gayle L. MacklemGayle L. Macklem. 2020. Brief SEL Interventions at School. Brief SEL Interventions at School 143 163 .
Alaa K. Houri & Amanda L. Sullivan. (2019) Relations of social‐emotional functioning and kindergarten academic achievement in children of immigrants. Psychology in the Schools 56:9, pages 1413-1433.
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Jalal Khademi, Kaj Björkqvist, Patrik Söderberg & Karin Ö Österman. (2018) The Relationship between Physical Punishment at Home and Victimization from Peer Aggression at School in Adolescents in Iran and Finland: A Mediator‒Moderator Analysis. European Journal of Social Science Education and Research 5:1, pages 8-14.
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Gabrielle H. Rocchino, Bridget V. Dever, Alana Telesford & Kristen Fletcher. (2017) Internalizing and externalizing in adolescence: the roles of academic self-efficacy and gender. Psychology in the Schools 54:9, pages 905-917.
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Maciel M. Hernández, Carlos Valiente, Nancy Eisenberg, Rebecca H. Berger, Tracy L. Spinrad, Sarah K. VanSchyndel, Kassondra M. Silva, Jody Southworth & Marilyn S. Thompson. (2017) Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality. Early Childhood Research Quarterly 40, pages 98-109.
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Cristin M. Hall, Janet A. Welsh, Karen L. Bierman & Robert Nix. (2016) KINDERGARTEN SOCIAL WITHDRAWAL AND READING ACHIEVEMENT: A CROSS-LAGGED PATH MODEL FOR AT-RISK LEARNERS. Psychology in the Schools 53:7, pages 751-759.
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Stephen H. Chen, Alexandra Main, Qing Zhou, Silvia A. Bunge, Nancy Lau & Keira Chu. (2015) Effortful control and early academic achievement of Chinese American children in immigrant families. Early Childhood Research Quarterly 30, pages 45-56.
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