1,233
Views
0
CrossRef citations to date
0
Altmetric
Articles

Measurement of Self-regulation in Preschool and Elementary Children: A Scoping Review

ORCID Icon, , , , & ORCID Icon
Pages 403-429 | Received 25 Aug 2022, Accepted 07 Dec 2022, Published online: 16 Jan 2023

References

  • *Aikens, N., Malone, L., Klein, A. K., West, J., & Tarullo, L. (2017). Head start children’s developmental progress and kindergarten experiences. Office of Planning, Research and Evaluation: An Office of the Administration for Children and Families.
  • *Allan, D. M., Allan, N. P., Lerner, M. D., Farrington, A. L., & Lonigan, C. J. (2015). Identifying unique components of preschool children’s self-regulatory skills using executive function tasks and continuous performance tests. Early Childhood Research Quarterly, 32, 40–50. https://doi.org/10.1016/j.ecresq.2015.02.001
  • Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50(10), 2368–2379. https://doi.org/10.1037/a0037493
  • *Alnafea, T., & Curtis, D. D. (2017). Influence of mothers’ parenting styles on self-regulated academic learning among Saudi primary school students. Issues in Educational Research, 27(3), 399–416.
  • American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process - Fourth edition. https://doi.org/10.5014/ajot.2020.74S2001
  • *Annesi, J. J., Walsh, S. M., & Greenwood, B. L. (2016). Increasing children’s voluntary physical activity outside of school hours through targeting social cognitive theory variables. Journal of Primary Care & Community Health, 7(4), 234–241. https://doi.org/10.1177/2150131916656177
  • Ansari, A., & Pianta, R. C. (2019). School absenteeism in the first decade of education and outcomes in adolescence. Journal of School Psychology, 76, 48–61. https://doi.org/10.1016/j.jsp.2019.07.010
  • Arksey, H., & O'Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
  • Baggett, K. M., Davis, B., Feil, E. G., Sheeber, L. L., Landry, S. H., Carta, J. J., & Leve, C. (2010). Technologies for expanding the reach of evidence-based interventions: Preliminary results for promoting social-emotional development in early childhood. Topics in Early Childhood Special Education, 29(4), 226–238.
  • Barlow, D. H., Allen, L. B., & Choate, M. L. (2016). Toward a unified treatment for emotional disorders–republished article. Behavior Therapy, 47(6), 838–853. https://doi.org/10.1016/j.beth.2016.11.005
  • *Baron, A., Malmberg, L.-E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Associations between make-believe play and self-regulation in the measures of the mind early childhood curriculum. Early Education and Development, 31(1), 66–83. https://doi.org/10.1080/10409289.2019.1613327
  • Berger, A. (2011). Self-regulation: Brain, cognition, and development. American Psychological Association.
  • *Bergold, S., Christiansen, H., & Steinmayr, R. (2019). Interrater agreement and discrepancy when assessing problem behaviors, social‐emotional skills, and developmental status of kindergarten children. Journal of Clinical Psychology, 75(12), 2210–2232. https://doi.org/10.1002/jclp.22840
  • *Bernier, A., Beauchamp, M. H., Carlson, S. M., & Lalonde, G. (2015). A secure base from which to regulate: Attachment security in toddlerhood as a predictor of executive functioning at school entry. Developmental Psychology, 51(9), 1177–1189. https://doi.org/10.1037/dev0000032
  • Blair, C. (2010). Stress and the development of self‐regulation in context. Child Development Perspectives, 4(3), 181–188. https://doi.org/10.1111/j.1750-8606.2010.00145.x
  • Blair, C., Granger, D. A., Willoughby, M., Mills‐Koonce, R., Cox, M., Greenberg, M. T., Kivlighan, K. T., Fortunato, C. K., & FLP Investigators (2011). Salivary cortisol mediates effects of poverty and parenting on executive functions in early childhood. Child Development, 82(6), 1970–1984. https://doi.org/10.1111/j.1467-8624.2011.01643.x
  • Blair, C., & Raver, C. C. (2012). Individual development and evolution: Experiential canalization of self-regulation. Developmental Psychology, 48(3), 647–657. https://doi.org/10.1037/a0026472
  • Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. https://doi.org/10.1146/annurev-psych-010814-015221
  • Bloch, L., Moran, E. K., & Kring, A. M. (2010). On the need for conceptual and definitional clarity in emotion regulation research on psychopathology. In A. M. Kring & D. M. Sloan (Eds.), Emotion regulation and psychopathology: A transdiagnostic approach to etiology and treatment (pp. 88–104). Guilford Press.
  • *Brock, L. L., Murrah, W. M., Cottone, E. A., Mashburn, A. J., & Grissmer, D. W. (2018). An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior. International Journal of Behavioral Development, 42(5), 474–484. https://doi.org/10.1177/0165025417738057
  • Cahill, S. M., & Beisbier, S. (2020). Occupational therapy practice guidelines for children and youth ages 5–21 years. The American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association, 74(4), 7404397010p1–7404397010p48. https://doi.org/10.5014/ajot.2020.744001
  • *Carroll, A., Houghton, S., Forrest, K., McCarthy, M., & Sanders-O’Connor, E. (2020). Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties. School Psychology International, 41(3), 197–217. https://doi.org/10.1177/0143034319898741
  • *Carroll, A., McCarthy, M., Houghton, S., & Sanders O'Connor, E. (2020). Evaluating the effectiveness of KooLKIDS: An interactive social emotional learning program for Australian primary school children. Psychology in the Schools, 57(6), 851–867. https://doi.org/10.1002/pits.22352
  • *Chanfreau, J., Tanner, E., Callanan, M., Laing, K., Skipp, A., & Todd, L. (2016). Out of school activities during primary school and KS2 attainment (Working Paper 2016/1). Centre for Longitudinal Studies.
  • *Chung, K. K. H., Liu, H., McBride, C., Wong, A. M. Y., & Lo, J. C. M. (2017). How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children. Educational Psychology, 37(4), 402–420. https://doi.org/10.1080/01443410.2016.1179264
  • Conduct Problems Prevention Research Group. (1995). Teacher-social competence scale. Pennsylvania State University. http://www.fasttrackproject.org
  • *Costa Ferreira, P., Veiga Simão, A. M., & Lopes da Silva, A. (2015). Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks? Metacognition and Learning, 10(2), 199–230. https://doi.org/10.1007/s11409-014-9121-3
  • *Czermainski, F. R., Bosa, C. A., Mina, C. S., Meimes, M. A., Miranda, M. C., Carim, D., & de Salles, J. F. (2015). Performance of children/adolescents with autism spectrum disorders in executive function: Study of case series. Psychology & Neuroscience, 8(3), 305–320. https://doi.org/10.1037/h0101279
  • *Dan, A. (2016). Supporting and developing self-regulatory behaviours in early childhood in young children with high levels of impulsive behaviour. Contemporary Issues in Education Research (CIER), 9(4), 189–200. https://doi.org/10.19030/cier.v9i4.9789
  • *Dang, H. M., Weiss, B., Nguyen, C. M., Tran, N., & Pollack, A. (2017). Vietnam as a case example of school-based mental health services in low and middle income countries: Efficacy and effects of risk status. School Psychology International, 38(1), 22–41.
  • Day, J., Freiberg, K., Hayes, A., & Homel, R. (2019). Towards scalable, integrative assessment of children’s self-regulatory capabilities: New applications of digital technology. Clinical Child and Family Psychology Review, 22(1), 90–103. https://doi.org/10.1007/s10567-019-00282-4
  • Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391–409. https://doi.org/10.1007/s10648-008-9083-6
  • Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70, 373–399. https://doi.org/10.1146/annurev-psych-010418-103230
  • *Duran, C. A. K., & Grissmer, D. W. (2020). Choosing immediate over delayed gratification correlates with better school-related outcomes in a sample of children of color from low-income families. Developmental Psychology, 56(6), 1107–1120. https://doi.org/10.1037/dev0000920
  • *Edyburn, K. L., Quirk, M., & Furlong, M. (2017). Measurement invariance of a school readiness screener for use in preschool and kindergarten. Early Education and Development, 28(7), 810–821. https://doi.org/10.1080/10409289.2017.1282802
  • *Eichler, A., Walz, L., Grunitz, J., Grimm, J., Van Doren, J., Raabe, E., Goecke, T., Fasching, P., Beckmann, M., Kornhuber, J., Kratz, O., Heinrich, H., & Moll, G. (2017). Children of prenatally depressed mothers: Externalizing and internalizing symptoms are accompanied by reductions in specific social-emotional competencies. Journal of Child and Family Studies, 26(11), 3135–3144. https://doi.org/10.1007/s10826-017-0819-0
  • Eisenberg, N., & Zhou, Q. (2016). Conceptions of executive function and regulation: When and to what degree do they overlap? In J. A. Griffin, P. McCardle, & L. S. Freund (Eds.), Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research (pp. 115–136). American Psychological Association. https://doi.org/10.1037/14797-006
  • *Ersan, C., & Tok, Ş. (2020). The study of the aggression levels of preschool children in terms of emotion expression and emotion regulation. Egitim ve Bilim, 45(201), 359–391. https://doi.org/10.15390/EB.2019.8150
  • *Farbiash, T., & Berger, A. (2016). Brain and behavioral inhibitory control of kindergartners facing negative emotions. Developmental Science, 19(5), 741–756. https://doi.org/10.1111/desc.12330
  • *Firoozi, M., & Rouhi, S. (2020). Psychological problems in boys with acute myeloid leukemia (AML) with central nervous system (CNS) involvement; a descriptive study. International Journal of Cancer Management, 13(2), e96851. https://doi.org/10.5812/ijcm.96851
  • *Fishbein, D. H., Domitrovich, C., Williams, J., Gitukui, S., Guthrie, C., Shapiro, D., & Greenberg, M. (2016). Short-term intervention effects of the PATHS curriculum in young low-income children: Capitalizing on plasticity. The Journal of Primary Prevention, 37(6), 493–511. https://doi.org/10.1007/s10935-016-0452-5
  • *Fletcher, A. K. (2016). Exceeding expectations: Scaffolding agentic engagement through assessment as learning. Educational Research, 58(4), 400–419. https://doi.org/10.1080/00131881.2016.1235909
  • Fraser, K., MacKenzie, D., & Versnel, J. (2019). What is the current state of occupational therapy practice with children and adolescents with complex trauma? Occupational Therapy in Mental Health, 35(4), 317–338. https://doi.org/10.1080/0164212X.2019.1652132
  • Friedman-Krauss, A. H., Raver, C. C., Morris, P. A., & Jones, S. M. (2014). The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate. Early Education and Development, 25(4), 530–552. https://doi.org/10.1080/10409289.2013.817030
  • *Garrett-Peters, P. T., Mokrova, I. L., Carr, R. C., & Vernon-Feagans, L. (2019). Early student (dis)engagement: Contributions of household chaos, parenting, and self-regulatory skills. Developmental Psychology, 55(7), 1480–1492. https://doi.org/10.1037/dev0000720
  • *Gatzke-Kopp, L. M., Greenberg, M., & Bierman, K. (2015). Children’s parasympathetic reactivity to specific emotions moderates response to intervention for early-onset aggression. Journal of Clinical Child and Adolescent Psychology: The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 44(2), 291–304.
  • Gill, K., & Thompson-Hodgetts, S. (2018). Self-regulation in fetal alcohol spectrum disorder: A concept analysis. Journal of Occupational Therapy, Schools, & Early Intervention, 11(3), 329–345. https://doi.org/10.1080/19411243.2018.1455550
  • *Gil Madrona, P., Romero Martínez, S. J., Sáez-Gallego, N. M., & Ordóñez Camacho, X. G. (2019). Psychomotor limitations of overweight and obese five-year-old children: Influence of body mass indices on motor, perceptual, and social-emotional skills. International Journal of Environmental Research and Public Health, 16(3), 427. https://doi.org/10.3390/ijerph16030427
  • Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2015). BRIEF: Behavior rating inventory of executive function. Psychological Assessment Resources Lutz.
  • Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
  • *Gorgoz, S., & Tican, C. (2020). Investigation of middle school students’ self-regulation skills and vocabulary learning strategies in foreign language. International Journal of Educational Methodology, 6(1), 25–42. https://doi.org/10.12973/ijem.6.1.25
  • *Gorissen, C. J. J., Kester, L., Brand-Gruwel, S., & Martens, R. (2015). Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style. Interactive Learning Environments, 23(6), 655–669. https://doi.org/10.1080/10494820.2013.788038
  • *Gottfried, M. A., & Le, V. N. (2016). Full-versus part-day kindergarten for children with disabilities: Effects on academic and social-emotional outcomes. American Educational Research Journal, 53(3), 708–744. https://doi.org/10.3102/0002831216645903
  • *Graves, S. L., Jr., Herndon-Sobalvarro, A., Nichols, K., Aston, C., Ryan, A., Blefari, A., Schutte, K., Schachner, A., Vicoria, L., & Prier, D. (2017). Examining the effectiveness of a culturally adapted social-emotional intervention for African American males in an urban setting. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 32(1), 62–74. https://doi.org/10.1037/spq0000145
  • Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system: Rating scales manual. NCS Pearson.
  • *Gunzenhauser, C., & Saalbach, H. (2020). Domain-specific self-regulation contributes to concurrent but not later mathematics performance in elementary students. Learning and Individual Differences, 78, 101845. https://doi.org/10.1016/j.lindif.2020.101845
  • *Halldorsdottir, T. P., Kurtoic, D. M. S., Müller-Myhsok, B. P., Binder, E. B. M. D. P., & Blair, C. P. (2019). Neurobiology of self-regulation: Longitudinal influence of FKBP5 and intimate partner violence on emotional and cognitive development in childhood. The American Journal of Psychiatry, 176(8), 626–634. https://doi.org/10.1176/appi.ajp.2019.18091018
  • *Hanin, V., & Van Nieuwenhoven, C. (2020). An exploration of the cognitive, motivational, emotional and regulatory behaviours of elementary-school novice and expert problem solvers. Canadian Journal of Science, Mathematics and Technology Education, 20(2), 312–341. https://doi.org/10.1007/s42330-020-00092-9
  • *Heirweg, S., De Smul, M., Devos, G., & Van Keer, H. (2019). Profiling upper primary school students’ self-regulated learning through self-report questionnaires and think-aloud protocol analysis. Learning and Individual Differences, 70, 155–168. https://doi.org/10.1016/j.lindif.2019.02.001
  • Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174–180. https://doi.org/10.1016/j.tics.2012.01.006
  • *Howard, S. J., & Melhuish, E. (2017). An Early Years Toolbox for assessing early executive function, language, self-regulation, and social development: Validity, reliability, and preliminary norms. Journal of Psychoeducational Assessment, 35(3), 255–275. https://doi.org/10.1177/0734282916633009
  • Howard, S. J., & Williams, K. E. (2018). Early self-regulation, early self-regulatory change, and their longitudinal relations to adolescents’ academic, health, and mental well-being outcomes. Journal of Developmental and Behavioral Pediatrics: JDBP, 39(6), 489–496. https://doi.org/10.1097/DBP.0000000000000578
  • *Humphrey, N., Barlow, A., Wigelsworth, M., Lendrum, A., Pert, K., Joyce, C., Stephens, E., Wo, L., Squires, G., Woods, K., Calam, R., & Turner, A. (2016). A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum. Journal of School Psychology, 58, 73–89. https://doi.org/10.1016/j.jsp.2016.07.002
  • *Johns, S. K., Valiente, C., Eisenberg, N., Spinrad, T. L., Hernandez, M. M., Southworth, J., Berger, R. H., Thompson, M. S., Silva, K. M., & Pina, A. A. (2019). Prediction of children’s early academic adjustment from their temperament: The moderating role of peer temperament. Journal of Educational Psychology, 111(3), 542–555. https://doi.org/10.1037/edu0000288
  • Kapasi, A., Pei, J., Kryska, K., Joly, V., Gill, K., Thompson-Hodgetts, S., McLachlan, K., Andrew, G., & Rasmussen, C. (2021). Exploring self-regulation strategy use in adolescents with FASD. Journal of Occupational Therapy, Schools, & Early Intervention, 14(2), 184–206. https://doi.org/10.1080/19411243.2020.1822260
  • *Karademir, C. A., & Deveci, O. (2019). Secondary school students’ (11-14 years) effective input characteristics for mathematics, self-regulation skills and self-esteem. European Journal of Education Studies, 5(9), 264–287.
  • Kjeken, I. (2012). Measurement in occupational therapy. Scandinavian Journal of Occupational Therapy, 19(6), 466–467. https://doi.org/10.3109/11038128.2012.727599
  • Klein, S., Barlow, I., & Hollis, V. (2008). Evaluating ADL measures from an occupational therapy perspective. Canadian Journal of Occupational Therapy, 75(2), 69–81. https://doi.org/10.1177/000841740807500203
  • *Lavoie, C., Couture, C., Bégin, J.-Y., & Massé, L. (2017). The differentiated impact of Kangaroo Class programmes in Quebec primary schools: Examining behavioural improvements in relation to student characteristics. Emotional and Behavioural Difficulties, 22(3), 275–289. https://doi.org/10.1080/13632752.2017.1335118
  • Law, M. (1993). Evaluating activities of daily living: Directions for the future. The American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association, 47(3), 233–237. https://doi.org/10.5014/ajot.47.3.233
  • Letts, L., Law, M., Rigby, P., Cooper, B., Stewart, D., & Strong, S. (1994). Person–environment assessments in occupational therapy. The American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association, 48(7), 608–618. https://doi.org/10.5014/ajot.48.7.608
  • Liddle, J., & McKenna, K. (2000). Quality of life: An overview of issues for use in occupational therapy outcome measurement. Australian Occupational Therapy Journal, 47(2), 77–85. https://doi.org/10.1046/j.1440-1630.2000.00217.x
  • *Li-Grining, C. P., McKinnon, R. D., & Raver, C. C. (2019). Self-regulation in early and middle childhood as a precursor to social adjustment among low-income, ethnic minority children. Merrill-Palmer Quarterly, 65(3), 265–293. https://doi.org/10.13110/merrpalmquar1982.65.3.0265
  • *Lonigan, C., Spiegel, J., Goodrich, J., Morris, B., Osborne, C., Lerner, M., Phillips, B., Lonigan, C. J., Spiegel, J. A., Goodrich, J. M., Morris, B. M., Osborne, C. M., Lerner, M. D., & Phillips, B. M. (2017). Does preschool self-regulation predict later behavior problems in general or specific problem behaviors? Journal of Abnormal Child Psychology, 45(8), 1491–1502. https://doi.org/10.1007/s10802-016-0260-7
  • *Major, S., Seabra-Santos, M. J., & Martin, R. P. (2018). Latent profile analysis: Another approach to look at parent–teacher agreement on preschoolers’ behavior problems. European Early Childhood Education Research Journal, 26(5), 701–717. https://doi.org/10.1080/1350293X.2018.1522743
  • Mandich, A., Wilson, J., & Gain, K. (2015). Cognitive interventions for children. In J. Case-Smith & J. Clifford O'Brien (Eds.), Occupational therapy for children and adolescents (pp. 304–320). Elsevier.
  • Martini, R., Cramm, H., Egan, M., & Sikora, L. (2016). Scoping review of self-regulation: What are occupational therapists talking about? American Journal of Occupational Therapy, 70(6), 7006290010p7006290011–7006290010p7006290015. http://ajot.aota.org/article.aspx?articleid=2569272
  • McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in Psychology, 5, 599. https://doi.org/10.3389/fpsyg.2014.00599
  • *McKown, C., Russo-Ponsaran, N. M., Johnson, J. K., Russo, J., & Allen, A. (2016). Web-based assessment of children’s social-emotional comprehension. Journal of Psychoeducational Assessment, 34(4), 322–338. https://doi.org/10.1177/0734282915604564
  • *Meixner, J. M., Warner, G. J., Lensing, N., Schiefele, U., & Elsner, B. (2019). The relation between executive functions and reading comprehension in primary-school students: A cross-lagged-panel analysis. Early Childhood Research Quarterly, 46, 62–74. https://doi.org/10.1016/j.ecresq.2018.04.010
  • Mohammed Alotaibi, N., Reed, K., & Shaban Nadar, M. (2009). Assessments used in occupational therapy practice: An exploratory study. Occupational Therapy in Health Care, 23(4), 302–318. https://doi.org/10.3109/07380570903222583
  • Mol, T. I., van Bennekom, C. A. M., Scholten, E. W. M., & Post, M. W. M. (2022). Measures of self-regulation used in adult rehabilitation populations: A systematic review and content screening. Clinical Rehabilitation, 36(8), 1120–1138. https://doi.org/10.1177/02692155221091510
  • Murray, D. W., Rosanbalm, K., Christopoulos, C., & Hamoudi, A. (2015). Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective (Vol. 21) (OPRE Report). OPRE.
  • Nigg, J. T. (2017). Annual Research Review: On the relations among self‐regulation, self‐control, executive functioning, effortful control, cognitive control, impulsivity, risk‐taking, and inhibition for developmental psychopathology. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 58(4), 361–383. https://doi.org/10.1111/jcpp.12675
  • *O’Brennan, L. M., Waasdorp, T. E., Pas, E. T., & Bradshaw, C. P. (2015). Peer victimization and social-emotional functioning: A longitudinal comparison of students in general and Special Education. Remedial and Special Education, 36(5), 275–285. https://doi.org/10.1177/0741932515575615
  • *Ogurlu, Ü., Sevgi-Yalın, H., & Yavuz-Birben, F. (2018). The relationship between social–emotional learning ability and perceived social support in gifted students. Gifted Education International, 34(1), 76–95. https://doi.org/10.1177/0261429416657221
  • *O'Meagher, S., Kemp, N., Norris, K., Anderson, P., & Skilbeck, C. (2017). Risk factors for executive function difficulties in preschool and early school-age preterm children. Acta Paediatrica, 106(9), 1468–1473. https://doi.org/10.1111/apa.13915
  • *Ozyurt, G., Ozturk, Y., & Akay, A. (2017). Relation of emotion regulation and empathy skills with maternal emotion regulation and attachment in children diagnosed with ADHD [DEHB'li olgularda empati ve duygu duzenleme becerilerinin annelerinin baglanma ve duygu duzenleme becerileri ile iliskisi.]. Anadolu Psikiyatri Dergisi, 18(6), 611–620.
  • *Papaioannou, S., Mouzaki, A., Sideridis, G. D., Antoniou, F., Padeliadu, S., & Simos, P. G. (2016). Cognitive and academic abilities associated with symptoms of attention-deficit/hyperactivity disorder: A comparison between subtypes in a Greek non-clinical sample. Educational Psychology, 36(1), 138–158. https://doi.org/10.1080/01443410.2014.915931
  • Pearson, E. J., Todd, J. G., & Futcher, J. M. (2007). How can occupational therapists measure outcomes in palliative care? Palliative Medicine, 21(6), 477–485. https://doi.org/10.1177/0269216307081941
  • *Pelletier, J., & Fesseha, E. (2019). The impact of full-day kindergarten on learning outcomes and self-regulation among kindergarten children at risk for placement in special education. Exceptionality Education International, 29(3), 42–56. https://doi.org/10.5206/eei.v29i3.9386
  • Peters, M. D., Godfrey, C. M., Khalil, H., McInerney, P., Parker, D., & Soares, C. B. (2015). Guidance for conducting systematic scoping reviews. International Journal of Evidence-Based Healthcare, 13(3), 141–146. https://doi.org/10.1097/XEB.0000000000000050
  • Peters, M. D., Godfrey, C. M., McInerney, P., Munn, Z., Tricco, A. C., & Khalil, H. (2020). Chapter 11: Scoping reviews (2020 version). In E. Aromataris & Z. Munn (Eds.), Joanna Briggs Institute reviewer’s manual, JBI, 2020 (pp. 406–451). Joanna Briggs Institute. Available from https://synthesismanual.jbi.global. https://doi.org/10.46658/JBIMES-20-01
  • *Piche, G., Fitzpatrick, C., & Pagani, L. S. (2015). Associations between extracurricular activity and self-regulation: A longitudinal study from 5 to 10 years of age. American Journal of Health Promotion: AJHP, 30(1), e32–40. https://doi.org/10.4278/ajhp.131021-QUAN-537
  • Quirk, M., Rebelez, J., & Furlong, M. (2014). Exploring the dimensionality of a brief school readiness screener for use with Latino/a children. Journal of Psychoeducational Assessment, 32(3), 259–264. https://doi.org/10.1177/0734282913505994
  • Raver, C. C., Blair, C., & Willoughby, M. (2013). Poverty as a predictor of 4-year-olds’ executive function: New perspectives on models of differential susceptibility. Developmental Psychology, 49(2), 292–304. https://doi.org/10.1037/a0028343
  • Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324–354. https://doi.org/10.1037/bul0000227
  • Rosvold, H. E., Mirsky, A. F., Sarason, I., Bransome, E. D., Jr., & Beck, L. H. (1956). A continuous performance test of brain damage. Journal of Consulting Psychology, 20(5), 343–350. https://doi.org/10.1037/h0043220
  • Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children’s Behavior Questionnaire. Child Development, 72(5), 1394–1408. https://doi.org/10.1111/1467-8624.00355
  • *Sang, B., Ding, X., Coplan, R. J., Liu, J., Pan, T., & Feng, X. (2018). Assessment and implications of social avoidance in Chinese early adolescents. The Journal of Early Adolescence, 38(4), 554–573. https://doi.org/10.1177/0272431616678988
  • *Sasser, T. R., Bierman, K. L., & Heinrichs, B. (2015). Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors. Early Childhood Research Quarterly, 30(Part A), 70–79. https://doi.org/10.1016/j.ecresq.2014.09.001
  • Schaaf, R. C., Burke, J. P., Cohn, E., May-Benson, T. A., Schoen, S. A., Roley, S. S., Lane, S. J., Parham, L. D., & Mailloux, Z. (2014). State of measurement in occupational therapy using sensory integration. The American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association, 68(5), e149–e153.
  • *Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R., & McClelland, M. M. (2017). Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-analytic approach. Journal of Educational Psychology, 109(8), 1120–1140. https://doi.org/10.1037/edu0000193
  • Schmitt, S. A., Pratt, M. E., & McClelland, M. M. (2014). Examining the validity of behavioral self-regulation measures in predicting preschoolers’ academic achievement. Early Education and Development, 25(5), 641–660. https://doi.org/10.1080/10409289.2014.850397
  • *Scrimin, S., Osler, G., Moscardino, U., & Mason, L. (2018). Classroom climate, cardiac vagal tone, and inhibitory control: Links to focused attention in first graders. Mind, Brain & Education, 12(1), 61–70. https://doi.org/10.1111/mbe.12169
  • *See, B. H., & Ibbotson, L. (2018). A feasibility study of the impact of the Kodály-inspired music programme on the developmental outcomes of four to five year olds in England. International Journal of Educational Research, 89, 10–21. https://doi.org/10.1016/j.ijer.2018.03.002
  • *Shapiro, V. B., Kim, B. K., Robitaille, J. L., & LeBuffe, P. A. (2017). Protective factor screening for prevention practice: Sensitivity and specificity of the DESSA-Mini. School Psychology Quarterly : The Official Journal of the Division of School Psychology, American Psychological Association, 32(4), 449–464.
  • *Sloan, S., Winter, K., Connolly, P., & Gildea, A. (2020). The effectiveness of Nurture Groups in improving outcomes for young children with social, emotional and behavioural difficulties in primary schools: An evaluation of Nurture Group provision in Northern Ireland. Children and Youth Services Review, 108, 104619. https://doi.org/10.1016/j.childyouth.2019.104619
  • Smerillo, N. E., Reynolds, A. J., Temple, J. A., & Ou, S.-R. (2018). Chronic absence, eighth-grade achievement, and high school attainment in the Chicago Longitudinal Study. Journal of School Psychology, 67, 163–178. https://doi.org/10.1016/j.jsp.2017.11.001
  • Smithers, L. G., Sawyer, A. C., Chittleborough, C. R., Davies, N. M., Smith, G. D., & Lynch, J. W. (2018). A systematic review and meta-analysis of effects of early life non-cognitive skills on academic, psychosocial, cognitive and health outcomes. Nature Human Behaviour, 2(11), 867–880. https://doi.org/10.1038/s41562-018-0461-x
  • Sonderup, C. S. (2018). Exploring paediatric occupational therapists’ knowledge and use of mindfulness as a self-regulation strategy for children in middle childhood [Doctoral dissertation]. North-West University.
  • *Stormont, M., Cohen, D. R., Herman, K. C., & Reinke, W. M. (2019). Teacher-rated school readiness items in a kindergarten sample: Outcomes in first grade. School Psychology, 34(6), 612–621. https://doi.org/10.1037/spq0000329
  • Swanson, J. M., Schuck, S., Porter, M. M., Carlson, C., Hartman, C. A., Sergeant, J. A., Clevenger, W., Wasdell, M., McCleary, R., Lakes, K., & Wigal, T. (2012). Categorical and dimensional definitions and evaluations of symptoms of ADHD: History of the SNAP and the SWAN rating scales. The International Journal of Educational and Psychological Assessment, 10(1), 51–70.
  • *Talaee, E. (2019). Longitudinal impacts of home computer use in early years on children’s social and behavioral development. Lnternational Electronic Journal of Elementary Education, 11(3), 233–245. https://doi.org/10.26822/iejee.2019349248
  • *Tasoren, A. (2016). The relationship between perceived parental acceptance-rejection, personality and behavioral dispositions, and executive function in a Turkish primary school sample. Journal of Psychological and Educational Research, 24(1), 61–83.
  • Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., … Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
  • Unsworth, C. (2000). Measuring the outcome of occupational therapy: Tools and resources. Australian Occupational Therapy Journal, 47(4), 147–158. https://doi.org/10.1046/j.1440-1630.2000.00239.x
  • *van der Niet, A. G., Smith, J., Oosterlaan, J., Scherder, E. J., Hartman, E., & Visscher, C. (2016). Effects of a cognitively demanding aerobic intervention during recess on children’s physical fitness and executive functioning. Pediatric Exercise Science, 28(1), 64–70. https://doi.org/10.1123/pes.2015-0084
  • *Vandevelde, S., Van Keer, H., Schellings, G., & Van Hout-Wolters, B. (2015). Using think-aloud protocol analysis to gain in-depth insights into upper primary school children’s self-regulated learning. Learning and Individual Differences, 43, 11–30. https://doi.org/10.1016/j.lindif.2015.08.027
  • *Wagner, B., Olson, H. C., Symons, M., Mazzucchelli, T. G., Jirikowic, T., Latimer, J., Watkins, R., Cross, D., Boulton, J., Wright, E., Carter, M., Bruce, K., Cherel, S., & Fitzpatrick, J. (2019). Improving self-regulation and executive functioning skills in primary school children in a remote Australian Aboriginal community: A pilot study of the Alert Program®. Australian Journal of Education, 63(1), 98–115. https://doi.org/10.1177/0004944119826206
  • *Wang, A. H., & Fitzpatrick, C. (2019). Which early childhood experiences and skills predict kindergarten working memory? Journal of Developmental and Behavioral Pediatrics: JDBP, 40(1), 40–48. https://doi.org/10.1097/DBP.0000000000000610
  • Werthamer-Larsson, L., Kellam, S., & Wheeler, L. (1991). Effect of first‐grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19(4), 585–602. https://doi.org/10.1007/BF00937993
  • Whitney, R. (2020). Self-regulation as key factor in protection against the harmful effects of adverse childhood experiences: Critical role for occupational therapists. The Open Journal of Occupational Therapy, 8(1), 1–9. https://doi.org/10.15453/2168-6408.1622
  • Williams, K. E., & Howard, S. J. (2020). Proximal and distal predictors of self-regulatory change in children aged 4 to 7 years. BMC Pediatrics, 20(1), 226–235. https://doi.org/10.1186/s12887-020-02133-6
  • Wolfe, K. R., Vannatta, K., Nelin, M. A., & Yeates, K. O. (2015). Executive functions, social information processing, and social adjustment in young children born with very low birth weight. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 21(1), 41–54. https://doi.org/10.1080/09297049.2013.866217
  • Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In Handbook of metacognition in education (pp. 299–315). Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.