Understanding Growth in Self-Regulation: International Contributions

REFERENCES

• Birgisdóttir, F., Gestsdóttir, S., & Thorsdóttir, F. (2015). The role of behavioral self-regulation in learning to read: A 2-year longitudinal study of Icelandic preschool children. Early Education and Development, 26(5–6), 807–828.
   Web of Science ®Google Scholar
• Cadima, J., Gamelas, A., McClelland, M., & Peixoto, C. (2015). Associations between early family risk, children’s behavioral regulation, and academic achievement in Portugal. Early Education and Development, 26(5–6), 708–729.
   Web of Science ®Google Scholar
• Gündüz, G., Yagmurlu, B., & Harma, M. (2015). Self-regulation mediates the link between family context and socioemotional competence in Turkish preschoolers. Early Education and Development, 26(5–6), 730–748.
   Google Scholar
• Gunzenhauser, C., & von Suchodoletz, A. (2015). Boys might catch up, family influences continue: Influences on behavioral self-regulation in children from an affluent region in Germany before school entry. Early Education and Development, 26(5–6), 645–662.
   Web of Science ®Google Scholar
• Hirvonen, R., Poikkeus, A-M., Pakarinen, E., Lerkkanen, M-K., & Nurmi, J-E. (2015). Identifying Finnish children’s impulsivity trajectories from kindergarten to grade 4: Associations with academic and socio-emotional development. Early Education and Development, 26(5–6), 615–644.
   Web of Science ®Google Scholar
• Hubert, B., Guimard, P., Florin, A., & Tracy, A. (2015). Indirect and direct relationships between self-regulation and academic achievement during the nursery/elementary school transition of French students. Early Education and Development, 26(5–6), 685–707.
   Web of Science ®Google Scholar
• Kangas, J., Ojala, M., & Venninen, T. (2015). Children’s self-regulation in the context of participatory pedagogy in early childhood education. Early Education and Development, 26(5–6), 847–870.
   Web of Science ®Google Scholar
• Leyva, D., & Nolivos, V. (2015). Chilean family reminiscing about emotions and its relation to children’s self-regulation skills. Early Education and Development, 26(5–6), 770–791.
   Web of Science ®Google Scholar
• Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689–704. doi:10.1037/a0014240
   Web of Science ®Google Scholar
• McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471–490.
   Web of Science ®Google Scholar
• Morrison, F. J., Bachman, H. J., & Connor, C. M. (2005). Improving literacy in America: Guidelines from research. New Haven, CT: Yale University Press.
   Google Scholar
• Peredo, T. N., Owen, M. T., Rojas, R., & Caughy, M. O. (2015). Child vocabulary, maternal behavior, and inhibitory control development among Spanish-speaking children. Early Education and Development, 26(5–6), 749–769.
   PubMed Web of Science ®Google Scholar
• Rojas-Barahona, C. A., Förster, C. E., Moreno-Ríos, S., & McClelland, M. M. (2015). Improvement of working memory in preschoolers and its impact on early literacy skills: A study in deprived communities of rural and urban areas. Early Education and Development, 26(5–6), 871–892.
   Web of Science ®Google Scholar
• Stevenson, H. W., Lee, S.-Y., Chen, C., Stigler, J. W., Hsu, C.-C., Kitamura, S., & Hatano, G. (1990). Contexts of achievement: A study of American, Chinese, and Japanese children. Monographs of the Society for Research in Child Development, 55(1/2), 1–119. doi:10.2307/1166090
   PubMedGoogle Scholar
• Størksen, I., Ellingsen, I., Wanless, S., & McClelland, M. (2015). The influence of parental socioeconomic background and gender on self-regulation among 5-year-old children in Norway. Early Education and Development, 26(5–6), 663–684.
   Web of Science ®Google Scholar
• TIMSS. (2011). Highlights from TIMSS 2011: Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context, national center for education statistics. Washington, DC: National Center for Education Statistics.
   Google Scholar
• von Salisch, M., Haenel, M., & Denham, S. A. (2015). Self-regulation, language skills, and emotion knowledge in young children from Northern Germany. Early Education and Development, 26(5–6), 792–806.
   Web of Science ®Google Scholar
• von Suchodoletz, A., Uka, F., & Larsen, R. A. A. A. (2015). Self-regulation across different contexts: Findings in young Albanian children. Early Education and Development, 26(5–6), 829–846.
   Web of Science ®Google Scholar
• von Suchodoletz, A., Gestsdottir, S., Wanless, S. B., McClelland, M. M., Birgisdottir, F., Gunzenhauser, C., & Ragnarsdottir, H. (2013). Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. Early Childhood Research Quarterly, 28, 62–73. doi:10.1016/j.ecresq.2012.05.003
   Web of Science ®Google Scholar
• Wanless, S. B., McClelland, M. M., Lan, X., Son, S.-H., Cameron, C. E., Morrison, F. J., … Sung, M. (2013). Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China. Early Childhood Research Quarterly, 28(3), 621–633. doi:10.1016/j.ecresq.2013.04.002
   Web of Science ®Google Scholar