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Cited by 629Early Childhood Education and DevelopmentChild and Adolescent Psychosocial and Emotional DevelopmentChild and Animal Learning Development

The development of self-regulation across early childhood.

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Montroy, Janelle J., Bowles, Ryan P., Skibbe, Lori E., McClelland, Megan M., Morrison, Frederick J.·2016·Developmental Psychology
DOI 10.1037/dev0000159PMC PMC5123795
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Abstract

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across 3 diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow 3 distinct developmental patterns of growth. These 3 trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds, with implications for offering individualized support across children. (PsycINFO Database Record

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  • The importance of self-regulation for long-term development and its variability in children make self-regulation a main target for psychological interventions.

    “Taken together, the importance of self‐regulation for long‐term development and its variability in children (Montroy et al., 2016) make self‐regulation a main target for psychological interventions.”

    From The effectiveness of implementation intentions in children: A systematic review and meta‐analysis (2026) · cites this paper as Montroy et al., 2016

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Cited by

Sorted by citations

Authors
Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J.
Affiliations
  • The University of Texas Health Science Center at Houston (US)
  • Michigan State University (US)
  • Oregon State University (US)
  • University of Michigan (US)
ORCID
Venue
Developmental Psychology
Publisher
American Psychological Association (APA)
Published
2016-11
Volume
52
Issue
11
Pages
1744-1762
ISSN
  • 0012-1649 (ISSN-L)
  • 1939-0599
DOI
10.1037/dev0000159
PMC
PMC5123795
OpenAlex
W2529357493
Cited by
629
References
12
Citations by year
2026: 83 · 2025: 96 · 2024: 90 · 2023: 66 · 2022: 78 · 2021: 86 · 2020: 56 · 2019: 36 · 2018: 25 · 2017: 12 · 2012: 1
FWCI
97.48
Type
journal article
Language
en
Open access
Licence
Locations
  • Developmental Psychology (publishedVersion, other-oa)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • U.S. Department of Education (R305A100566, R305H04013)
  • National Institute of Child Health and Human Development (R01 HD27176, R01 HD48539)
  • National Science Foundation (R01 0111754)
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
Keywords
behavioral self-regulation, early childhood, developmental trajectories, gender differences, early childhood language skills, maternal education, individualized support
MeSH terms
Self-Control, Age Factors, Child, Child Development, Child Language, Psychology, Child, Child, Preschool, Education, Nonprofessional, Female, Humans, Longitudinal Studies, Male, Models, Psychological, Sex Factors

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