Associations Between Behavioral, Cognitive, and Emotional Self-Regulation and Academic and Social Outcomes Among Chinese Children: a Meta-analysis
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10648-023-09840-3.pdf
Reference181 articles.
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2. Becker, D. R., Miao, A., Duncan, R., & McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29(4), 411–424. https://doi.org/10.1016/j.ecresq.2014.04.014
3. Beisly, A. H. (2023). The jingle-jangle of approaches to learning in prekindergarten: A construct with too many names. Educational Psychology Review, 35(3), 35–79. https://doi.org/10.1007/s10648-023-09796-4
4. Belsky, J., Friedman, S. L., & Hsieh, K. (2001). Testing a core emotion-regulation prediction: Does early attentional persistence moderate the effect of infant negative emotionality on later development? Child Development, 72(1), 123–133. https://doi.org/10.1111/1467-8624.00269
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