The DOI matches its Crossref record; 19 of the 19 references it cites were found in a registry or an index.
Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table
Abstract
Self-regulatory skills are essential for school readiness and future achievement, but self-regulation is a broad and multidimensional construct consisting of both behavioral and cognitive processes. Thus, researchers often study these processes from either a behavioral and temperament-based approach or a cognitive/neural systems approach. The temperament-based framework often focuses on effortful control, whereas the cognitive or neuroscience framework often focuses on executive functions. Although literatures on effortful control and executive functions come from different research traditions, the field needs to view them as complementary rather than incompatible to advance the understanding of the role of self-regulation in learning and achievement across development. This article calls for bringing both bodies of research to the table when making decisions about educational policies and practices.
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Cites
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Blair, C., & Razza, R. P. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01019.x · Cited by 3,140
Executive function in preschoolers: A review using an integrative framework.
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Preschool Program Improves Cognitive Control
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Preschool emotional competence: Pathway to social competence?
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Cited by
Diamond, A. (2013) · Annual Review of Psychology · doi:10.1146/annurev-psych-113011-143750 · Cited by 13,268
Understanding Emotions: Origins and Roles of the Amygdala
Šimić, G., Tkalčić, M., Vukić, V., Mulc, D., Španić, E., Šagud, M., Olucha-Bordonau, F. E., Vukšić, M., & R. Hof, P. (2021) · Biomolecules · doi:10.3390/biom11060823 · Cited by 503
Relations between preschool attention span-persistence and age 25 educational outcomes
McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2012.07.008 · Cited by 477
Social Structure, Adversity, Toxic Stress, and Intergenerational Poverty: An Early Childhood Model
McEwen, C. A., & McEwen, B. S. (2017) · Annual Review of Sociology · doi:10.1146/annurev-soc-060116-053252 · Cited by 472
Parenting Influences on Executive Function in Early Childhood: A Review
Fay-Stammbach, T., Hawes, D. J., & Meredith, P. (2014) · Child Development Perspectives · doi:10.1111/cdep.12095 · Cited by 440
Metadata
- Authors
- Liew, J.
- Venue
- Child Development Perspectives
- Publisher
- Oxford University Press (OUP)
- Published
- 2012-05-14
- Volume
- 6
- Issue
- 2
- Pages
- 105-111
- ISSN
- 1750-8592 (ISSN-L)
- 1750-8606
- OpenAlex
- W1806268894
- Cited by
- 394
- References
- 19
- FWCI
- 65.52
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table. https://app.cochat.ai/papers/10.1111/j.1750-8606.2011.00196.x
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- Liew, J. (2012). Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table. Child Development Perspectives. https://doi.org/10.1111/j.1750-8606.2011.00196.x
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
