CoChat
Sign Up
Cited by 40

The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.

Teaching self-regulation

Schunk, Daniel, Berger, Eva M., Hermes, Henning, Winkel, Kirsten, Fehr, Ernst·2022·Nature Human Behaviour
DOI 10.1038/s41562-022-01449-w
Open this paper in CoChat — free account

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1038/s41562-022-01449-w

Cites

13 of 13 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Research works printed but not linked: 35

  1. Bargh, J. A., Gollwitzer, P. M. & Oettingen, G. in Handbook of Social Psychology Vol. 5 (eds Fiske, S. T. et al.) 268–316 (Wiley, 2010).
  2. McClelland, M. M. & Cameron, C. E. Self-regulation in early childhood: improving conceptual clarity and developing ecologically valid measures. Child Dev. Perspect. 6, 136–142 (2012). · DOI
  3. Zhou, Q., Chen, S. H. & Main, A. Commonalities and differences in the research on children’s effortful control and executive function: a call for an integrated model of self-regulation. Child Dev. Perspect. 6, 112–121 (2012). · DOI · Paper page
  4. McClelland, M. M. & Cameron, C. E. Self-regulation and academic achievement in elementary school children. N. Dir. Child Adolesc. Dev. 2011, 29–44 (2011). · DOI
  5. Moffitt, T. E. A gradient of childhood self-control predicts health, wealth, and public safety. Proc. Natl Acad. Sci. USA 108, 2693–2698 (2011). · DOI · Paper page
  6. Bowles, S., Gintis, H. & Osborne, M. The determinants of earnings: a behavioral approach. J. Econ. Lit. 39, 1137–1176 (2001). · DOI
  7. Richmond-Rakert, L. S. Childhood self-control forecasts the pace of midlife aging and preparedness for old age. Proc. Natl Acad. Sci. USA 118, (2021). · DOI
  8. Banerjee, A. V. & Duflo, E. (Dis)Organization and success in an economics MOOC. Am. Econ. Rev. 104, 514–518 (2014). · DOI
  9. Ng Lee Yen, A. M. The influence of self-regulation processes on metacognition in a virtual learning environment. Educ. Stud. 46, 1–17 (2020). · DOI
  10. Baumeister, R. F., Vohs, K. D. & Tice, D. M. The strength model of self-control. Curr. Dir. Psychol. Sci. 16, 351–355 (2007). · DOI · Paper page
  11. Jacob, R. & Parkinson, J. The potential for school-based interventions that target executive function to improve academic achievement: a review. Rev. Educ. Res. 85, 512–552 (2015). · DOI · Paper page
  12. Berkman, E. T. in Handbook of Self-Regulation: Research, Theory, and Applications Vol. 3 (eds Vohs, K. D. & Baumeister, R. F.) 440–457 (Guilford Press, 2016).
  13. Baumeister, R. F. & Vohs, K. D. Strength model of self-regulation as limited resource: assessment, controversies, update. Adv. Exp. Soc. Psychol. 54, 67–127 (2016). · DOI
  14. Alan, S., Boneva, T. & Ertac, S. Ever failed, try again, succeed better: results from a randomized educational intervention on grit. Q. J. Econ. 134, 1121–1162 (2019).
  15. Gunzenhauser, C. & Nuckles, M. Training executive functions to improve academic achievement: tackling avenues to far transfer. Front Psychol. 12, 624008 (2021). · DOI
  16. Santos, I. V. et al. Can Grit Be Taught? Lessons from a Nationwide Field Experiment with Middle-School Students. Policy Research Working Papers (The World Bank, 2021). · DOI
  17. Pandey, A. et al. Effectiveness of universal self-regulation-based interventions in children and adolescents: a systematic review and meta-analysis. JAMA Pediatr. 172, 566–575 (2018). · DOI
  18. Currie, J. Early childhood education programs. J. Econ. Perspect. 15, 213–238 (2001). · DOI
  19. Diamond, A., Barnett, W. S., Thomas, J. & Munro, S. The early years: preschool program improves cognitive control. Science 318, 1387–1388 (2007). · DOI · Paper page
  20. Heckman, J. J. The economics, technology, and neuroscience of human capability formation. Proc. Natl Acad. Sci. USA 104, 13250–13255 (2007). · DOI · Paper page
  21. Aizer, A. & Currie, J. The intergenerational transmission of inequality: maternal disadvantage and health at birth. Science 344, 856–861 (2014). · DOI
  22. Oettingen, G. & Gollwitzer, P. M. in Social Psychological Foundations of Clinical Psychology (eds. Maddux, J. E. & Tangney, J. P.) 114–134 (Guilford Press, 2010).
  23. Oettingen, G. Future thought and behaviour change. Eur. Rev. Soc. Psychol. 23, 1–63 (2012). · DOI · Paper page
  24. Gollwitzer, P. M. Weakness of the will: is a quick fix possible? Motiv. Emot. 38, 305–322 (2014). · DOI
  25. Gawrilow, C., Morgenroth, K., Schultz, R., Oettingen, G. & Gollwitzer, P. M. Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD. Motiv. Emot. 37, 134–145 (2013). · DOI
  26. Duckworth, A. L., Kirby, T. A., Gollwitzer, A. & Oettingen, G. From fantasy to action: mental contrasting with implementation intentions (MCII) improves academic performance in children. Soc. Psychol. Personal. Sci. 4, 745–753 (2013). · DOI · Paper page
  27. Duckworth, A. L., Milkman, K. L. & Laibson, D. Beyond willpower: strategies for reducing failures of self-control. Psychol. Sci. Public Interest. 19, 102–129 (2019). · DOI
  28. Frison, L. & Pocock, S. J. Repeated measures in clinical trials: analysis using mean summary statistics and its implications for design. Stat. Med. 11, 1685–1704 (1992). · DOI · Paper page
  29. Slavin, R. E. Best-evidence synthesis: an alternative to meta-analytic and traditional reviews. Educ. Res. 15, 5–11 (1986). · DOI
  30. Hill, C. J., Bloom, H. S., Black, A. R. & Lipsey, M. W. Empirical benchmarks for interpreting effect sizes in research. Child Dev. Perspect. 2, 172–177 (2008). · DOI · Paper page
  31. Hanushek, E. A. & Rivkin, S. G. in Handbook of the Economics of Education Vol. 2 (eds Hanushek, E. A. & Welch, F.) 1051–1078 (North Holland, 2006). · DOI
  32. Bailey, D., Duncan, G. J., Odgers, C. L. & Yu, W. Persistence and fadeout in the impacts of child and adolescent interventions. J. Res. Educ. Eff. 10, 7–39 (2017).
  33. Cunha, F. & Heckman, J. The technology of skill formation. Am. Econ. Rev. 97, 31–47 (2007). · DOI
  34. Cohors-Fresenborg, E., Kramer, S., Pundsack, F., Sjuts, J. & Sommer, N. The role of metacognitive monitoring in explaining differences in mathematics achievement. ZDM 42, 231–244 (2010). · DOI
  35. Dustmann, C. Parental background, secondary school track choice, and wages. Oxf. Econ. Pap. 56, 209–230 (2004). · DOI

Cited by

Sorted by citations

See all 40

Metadata

Authors
Schunk, D., Berger, E. M., Hermes, H., Winkel, K., & Fehr, E.
ORCID
Venue
Nature Human Behaviour
Publisher
Springer Science and Business Media LLC
Published
2022-10-13
Volume
6
Issue
12
Pages
1680-1690
ISSN
2397-3374
DOI
10.1038/s41562-022-01449-w
Cited by
40
References
13
Language
en
Licence
Funders
  • Jacobs Foundation (2013-1078-00)
  • Norges Forskningsråd (FAIR 262675)

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review