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Cited by 277

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Self-regulation and academic achievement in elementary school children

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McClelland, Megan M., Cameron, Claire E.·2011·New Directions for Child and Adolescent Development
DOI 10.1002/cd.302
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Abstract

Self-regulation is a key construct in children's healthy and adaptive development. In this chapter, the authors situate self-regulation in a theoretical context that describes its underlying components that are most important for early school success: flexible attention, working memory, and inhibitory control. The authors review evidence that supports substantive links between these aspects of self-regulation and academic achievement in young children. They also discuss methodological challenges in reliably and validly assessing these skills (involving measures that are biased, are not applicable across broad age ranges, or triangulated) and describe some recent advances in measures of self-regulation (involving the NIH Toolbox or the Head-Toes-Knees-Shoulders assessment) that are reliable, ecologically valid, and predictive of children's school achievement.

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Cited by

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Metadata

Authors
McClelland, M. M., & Cameron, C. E.
Venue
New Directions for Child and Adolescent Development
Publisher
Hindawi Limited
Published
2011-09
Volume
2011
Issue
133
Pages
29-44
ISSN
  • 0195-2269 (ISSN-L)
  • 1520-3247
DOI
10.1002/cd.302
OpenAlex
W2163985625
Cited by
277
References
13
FWCI
32.00
Type
journal article
Language
en
Open access
bronze
Licence
doi.wiley.com/10.1002/tdm_license_1.1 (tdm, 1461 d)

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McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development. https://doi.org/10.1002/cd.302

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