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Cinthia I. Palomino & Andrea Brudvig. (2022) Examining the role of demographic characteristics, attachment, and language in preschool children’s executive function skills. Early Child Development and Care 192:12, pages 1967-1981.
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Rachel E. Schachter, Holly Hatton-Bowers, Hayley Jackson & Lisa L. Knoche. (2022) An exploratory study of early childhood coaches’ practices and professional learning needs. Early Years 0:0, pages 1-16.
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Esin Sezgin & Serap Demiriz. (2019) Effect of play-based educational programme on behavioral self-regulation skills of 48-60 month-old children. Early Child Development and Care 189:7, pages 1100-1113.
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Jin Sun, Li Zhang, Eva Chen, Carrie Lau & Nirmala Rao. (2018) Preschool Attendance and Executive Function Mediate Early Academic Achievement Gaps in East Asia and the Pacific. Early Education and Development 29:8, pages 1039-1060.
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Annekatrin Steinhoff & Marlis Buchmann. (2017) Co-Development of Academic Interest and Effortful Engagement and Its Role for Educational Attainment in a Tracked School System. Research in Human Development 14:2, pages 122-142.
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Sara A. Schmitt, Megan E. Pratt & Megan M. McClelland. (2014) Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement. Early Education and Development 25:5, pages 641-660.
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Mayra Mascareño, Simone Doolaard & Roel J. Bosker. (2014) Profiles of Child Developmental Dimensions in Kindergarten and the Prediction of Achievement in the First and Second Grades of Primary School. Early Education and Development 25:5, pages 703-722.
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Sandra Shaheen. (2014) How Child's Play Impacts Executive Function–Related Behaviors. Applied Neuropsychology: Child 3:3, pages 182-187.
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Articles from other publishers (48)
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Amy E. Margolis, Paige Greenwood, Alex Dranovsky & Virginia Rauh. (2023) The Role of Environmental Chemicals in the Etiology of Learning Difficulties: A Novel Theoretical Framework. Mind, Brain, and Education 17:4, pages 301-311.
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Kate E. Williams, Nicole Hayes, Donna Berthelsen & Jon Quach. (2023) A longitudinal model of sleep problems and classroom self-regulation across elementary school. Journal of Applied Developmental Psychology 89, pages 101596.
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Charlotte A. Brenner. (2023) The role of beliefs in teacher candidates' development of self‐regulated learning promoting practices. Psychology in the Schools.
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Yi Wang, Liwei Zhang & Fuhua Zhai. (2023) Spanking and parental verbal aggression during early childhood: Association with later academic achievement and the mediating role of executive function. Infant and Child Development 32:5.
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Kate E. Williams, Laura A. Bentley, Sally Savage, Rebecca Eager & Cathy Nielson. (2023) Rhythm and movement delivered by teachers supports self-regulation skills of preschool-aged children in disadvantaged communities: A clustered RCT. Early Childhood Research Quarterly 65, pages 115-128.
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Charlotte Ann Brenner. (2022) Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices. Smart Learning Environments 9:1.
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Evin ERDEN TOPOGLU. (2022) MÜZİK ÖĞRETMENİ ADAYLARININ BİREYSEL ÇALGI ÇALIŞMA ALIŞKANLIKLARI (AYDIN ADNAN MENDERES ÜNİVERSİTESİ ÖRNEĞİ). Trakya Eğitim Dergisi 12:3, pages 1844-1858.
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Anahita Shokrkon & Elena Nicoladis. (2022) The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review. Frontiers in Psychology 13.
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Can Zuo, Xuan Wang, Min Zou, Han Wang & Daiqi Wang. (2022) Research on the Influence of Parental Support on College Students' Self-Regulation Ability. Research on the Influence of Parental Support on College Students' Self-Regulation Ability.
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Jenna N. Futterer, Rebecca J. Bulotsky-Shearer & Rinatte L. Gruen. (2022) Emotional support moderates associations between preschool approaches to learning and academic skills. Journal of Applied Developmental Psychology 80, pages 101413.
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Lixin Ren, Courtney Boise & Rebecca Y.M. Cheung. (2022) Consistent routines matter: Child routines mediated the association between interparental functioning and school readiness. Early Childhood Research Quarterly 61, pages 145-157.
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Amy E. Margolis, Bruce Ramphal, David Pagliaccio, Sarah Banker, Ena Selmanovic, Lauren V. Thomas, Pam Factor-Litvak, Frederica Perera, Bradley S. Peterson, Andrew Rundle, Julie B. Herbstman, Jeff Goldsmith & Virginia Rauh. (2021) Prenatal exposure to air pollution is associated with childhood inhibitory control and adolescent academic achievement. Environmental Research 202, pages 111570.
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Steven J. Howard, Elena Vasseleu, Cathrine Neilsen-Hewett, Marc de Rosnay, Amy Y. C. Chan, Stuart Johnstone, Myrto Mavilidi, Fred Paas & Edward C. Melhuish. (2021) Executive Function and Self-Regulation: Bi-Directional Longitudinal Associations and Prediction of Early Academic Skills. Frontiers in Psychology 12.
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Kate E. Williams & Laura A. Bentley. (2021) Latent Profiles of Teacher-Reported Self-Regulation and Assessed Executive Function in Low-Income Community Preschools: Relations With Motor, Social, and School Readiness Outcomes. Frontiers in Psychology 12.
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Megan M. McClelland, Christopher R. Gonzales, Claire E. Cameron, G. John Geldhof, Ryan P. Bowles, Alexandra F. Nancarrow, Alexis Merculief & Alexis Tracy. (2021) The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children. Frontiers in Psychology 12.
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Erin K. Davisson, Rick H. Hoyle & Fernanda Andrade. (2021) Additive or multiplicative? Predicting academic outcomes from self-regulation and context. Personality and Individual Differences 179, pages 110907.
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Charis L. Wahman & Eric J. Anderson. (2021) A precorrection intervention to teach behavioral expectations to young children. Psychology in the Schools 58:7, pages 1189-1208.
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Tuğçe GÖĞER & Gökhan ARSLANTÜRK. (2021) Çocuklarda Benlik Düzenleme ve Benlik Tükenmesi: Benlik Düzenlemenin Gelişimi, Sonuçları ve Sınırlı Kaynak ModeliSelf-Regulation and Ego Depletion in Children: Development, Consequences of Self-Regulation and Limited Resource Model. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi:45, pages 375-400.
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Petra Potmesilova & Milon Potmesil. (2021) Temperament and School Readiness – A Literature Review. Frontiers in Psychology 12.
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Rebecca Distefano, Amanda Grenell, Alyssa R. Palmer, Kerry Houlihan, Ann S. Masten & Stephanie M. Carlson. (2021) Self-regulation as promotive for academic achievement in young children across risk contexts. Cognitive Development 58, pages 101050.
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Jennifer K. Finders, Megan M. McClelland, G. John Geldhof, David W. Rothwell & Bridget E. Hatfield. (2021) Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills. Early Childhood Research Quarterly 54, pages 72-85.
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Jing Yu, Akhgar Ghassabian, Zhen Chen, Risë B. Goldstein, Mady Hornig, Stephen L. Buka, Jill M. Goldstein & Stephen E. Gilman. (2020) Maternal Immune activity during pregnancy and socioeconomic disparities in children’s self-regulation. Brain, Behavior, and Immunity 90, pages 346-352.
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Ragnhild Lenes, Christopher R. Gonzales, Ingunn Størksen & Megan M. McClelland. (2020) Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts. Frontiers in Psychology 11.
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Nancy E. Perry. (2019) Recognizing early childhood as a critical time for developing and supporting self-regulation. Metacognition and Learning 14:3, pages 327-334.
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Katherine A. Hails, Yiyao Zhou & Daniel S. Shaw. (2019) The Mediating Effect of Self-Regulation in the Association Between Poverty and Child Weight: A Systematic Review. Clinical Child and Family Psychology Review 22:3, pages 290-315.
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Emily Hanno & Sarah Surrain. (2019) The Direct and Indirect Relations Between Self-Regulation and Language Development Among Monolinguals and Dual Language Learners. Clinical Child and Family Psychology Review 22:1, pages 75-89.
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Holly E. Brophy-Herb, Alison L. Miller, Tiffany L. Martoccio, Mildred Horodynski, Neda Senehi, Dawn Contreras, Karen Peterson, Danielle Dalimonte-Merckling, Zachary Favreau, Julie Sturza, Niko Kaciroti & Julie C. Lumeng. (2019) Do child gender and temperament moderate associations between Head Start classroom social-emotional climate and children’s social-emotional competencies?. Early Childhood Research Quarterly 47, pages 518-530.
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Lydia DeFlorio, Alice Klein, Prentice Starkey, Paul R. Swank, Heather B. Taylor, Simone E. Halliday, Amber Beliakoff & Christina Mulcahy. (2019) A study of the developing relations between self-regulation and mathematical knowledge in the context of an early math intervention. Early Childhood Research Quarterly 46, pages 33-48.
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Robert J. Duncan, Megan M. McClelland & Alan C. Acock. (2017) Relations between executive function, behavioral regulation, and achievement: Moderation by family income. Journal of Applied Developmental Psychology 49, pages 21-30.
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Nancy Perry, Nikki Yee, Silvia Mazabel, Simon Lisaingo & Elina Määttä. 2017. Handbook on Positive Development of Minority Children and Youth. Handbook on Positive Development of Minority Children and Youth
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Pablo Miñano Pérez, Juan Luis Castejón Costa, Raquel Gilar Corbi & Alejandro Veas Iniesta. (2016) The SAAS-R. Measurement and Evaluation in Counseling and Development, pages 074817561663910.
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S.B. Wanless, K.H. Kim, C. Zhang, J.L. Degol, J.L. Chen & F.M. Chen. (2016) Trajectories of behavioral regulation for Taiwanese children from 3.5 to 6 years and relations to math and vocabulary outcomes. Early Childhood Research Quarterly 34, pages 104-114.
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