Self-regulation and academic achievement in the transition to school.
Abstract
Understanding of children's cognitive and social development has advanced significantly over the past 3 decades. Particularly with regard to those skills critical for academic success, research has revealed that multiple interacting factors in the child, home, school, and larger sociocultural context all contribute to children's literacy, numeracy, language, and social skills, starting early in life and continuing throughout the school years (Morrison, Bachman, & Connor, 2005). One factor, self-regulation, has surfaced recently as a crucial skill that uniquely predicts children's early school success. Poor self-regulation has been linked to high rates of expulsion, most dramatically in preschool classrooms (Gilliam & Shahar, 2006). Self-regulation refers to a complex of acquired, intentional skills involved in controlling, directing, and planning one's cognitions, emotions, and behaviot (Schunk & Zimmerman, 1997). In investigations beyond the class-
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School entry has an impact on the development of self-regulation, with research suggesting that schooling can improve executive functions.
“School entry also has an impact on the development of self‐regulation, with research suggesting that schooling can improve executive functions (McCrea et al., 1999; see also Morrison et al., 2010).”
From The effectiveness of implementation intentions in children: A systematic review and meta‐analysis (2026) · cites this paper as Morrison et al., 2010
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The effectiveness of implementation intentions in children: A systematic review and meta‐analysis
Breitwieser, J., & Reinelt, T. (2026) · British Journal of Psychology · doi:10.1111/bjop.70065 · Cited by 1 · see citing works
- Authors
- Morrison, F. J., Ponitz, C. C., & McClelland, M. M.
- Venue
- Child development at the intersection of emotion and cognition.
- Publisher
- American Psychological Association
- Published
- 2010
- Pages
- 203-224
- OpenAlex
- W2481642594
- Cited by
- 263
- References
- 6
- Citations by year
- 2026: 12 · 2025: 24 · 2024: 11 · 2023: 22 · 2022: 20 · 2021: 20 · 2020: 24 · 2019: 18 · 2018: 17 · 2017: 17 · 2016: 19 · 2015: 18 · 2014: 14 · 2013: 8 · 2012: 7
- FWCI
- 47.39
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- American Psychological Association eBooks (publishedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01 HD27176)
- National Science Foundation (0111754)
- US Department of Education (R305B060009)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- self-regulation, academic performance, transition to school, preschool expulsion, cognitive development, social development (developmental psychology), emotion regulation, planning skills, literacy, numeracy, language skills, social skills
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