Self-Regulation and Academic Achievement from Early to Middle Childhood Among Children in Low-Income Neighborhoods-Reference-Cited by-同舟云学术

Self-Regulation and Academic Achievement from Early to Middle Childhood Among Children in Low-Income Neighborhoods

Published:2022-08-17 Issue: Volume: Page:1-16
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Li-Grining Christine Pajunar¹,Stockdale Laura¹,Cunningham Annelise¹,Bradley Kelly¹,Papadakis Jaclyn L.¹,Flores-Lamb Valerie¹,Marcus Maria¹,Radulescu Maria¹

Affiliation:

1. Department of Psychology, Loyola University Chicago

Funder

Administration for Children and Families

Charles Stewart Mott Foundation

Edna McConnell Clark Foundation

Henry J. Kaiser Family Foundation

Hogg Foundation for Mental Health

John D. and Catherine T. MacArthur Foundation

Joyce Foundation

Kronkosky Charitable Foundation

National Institute of Mental Health

Searle Fund for Policy Research

Woods Fund of Chicago

National Institute of Child Health and Human Development

Office of the Assistant Secretary for Planning and Evaluation

Administration on Developmental Disabilities

Social Security Administration

Boston Foundation

Lloyd A. Fry Foundation

Robert Wood Johnson Foundation

W. K. Kellogg Foundation

The David and Lucile Packard Foundation

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2022.2106768

Reference78 articles.

1. Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.

2. Exploring dimensionality of effortful control using hot and cool tasks in a sample of preschool children

3. Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis.

4. Hot and Cool Self‐Regulation, Academic Competence, and Maladjustment: Mediating and Differential Relations

5. Promoting the development of executive functions through early education and prevention programs.

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