The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index.
The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure
Open accessAbstract
This article reviews the literature on self-regulation and the development of school readiness and academic competence in early childhood. It focuses on relations between the development of cognitive aspects of regulation—referred to as executive functions and defined as abilities used to regulate information and to organize thinking in goal-directed activities—and the development of reactivity and regulation in stimulus-driven emotion, attention, and physiological stress response systems. It examines a bidirectional model of cognition–emotion interaction in the development of self-regulation in which top-down executive control of thought and behavior develops in reciprocal and interactive relation to bottom-up influences of emotion and stress reactivity. The bidirectional model is examined within the context of innovative preschool interventions designed to promote school readiness by promoting the development of self-regulation.
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Cites
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Self-citationPreschool Program Improves Cognitive Control
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Cited by
School Readiness and Self-Regulation: A Developmental Psychobiological Approach
Blair, C., & Raver, C. C. (2015) · Annual Review of Psychology · doi:10.1146/annurev-psych-010814-015221 · Cited by 1,240
Self-citationPredictors of early growth in academic achievement: the head-toes-knees-shoulders task
McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00599 · Cited by 597
Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014) · Child Development · doi:10.1111/cdev.12184 · Cited by 592
Jacob, R., & Parkinson, J. (2015) · Review of Educational Research · doi:10.3102/0034654314561338 · Cited by 538
Drivers of human development: How relationships and context shape learning and development 1
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020) · Applied Developmental Science · doi:10.1080/10888691.2017.1398650 · Cited by 484
Metadata
- Authors
- Ursache, A., Blair, C., & Raver, C. C.
- Venue
- Child Development Perspectives
- Publisher
- Oxford University Press (OUP)
- Published
- 2012-05-14
- Volume
- 6
- Issue
- 2
- Pages
- 122-128
- ISSN
- 1750-8592 (ISSN-L)
- 1750-8606
- OpenAlex
- W2161174999
- Cited by
- 438
- References
- 48
- FWCI
- 56.38
- Type
- journal article
- Language
- en
- Open access
- green
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- Ursache, A., Blair, C., & Raver, C. C. (2012). The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure. Child Development Perspectives. https://doi.org/10.1111/j.1750-8606.2011.00209.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.
