The DOI matches its Crossref record; 130 of the 130 references it cites were found in a registry or an index; 32 of the 141 sources its claims cite were checked for support.
School Readiness and Self-Regulation: A Developmental Psychobiological Approach
Open accessAbstract
Research on the development of self-regulation in young children provides a unifying framework for the study of school readiness. Self-regulation abilities allow for engagement in learning activities and provide the foundation for adjustment to school. A focus on readiness as self-regulation does not supplant interest in the development of acquired ability, such as early knowledge of letters and numbers; it sets the stage for it. In this article, we review research and theory indicating that self-regulation and consequently school readiness are the product of integrated developmental processes at the biological and behavioral levels that are shaped by the contexts in which development is occurring. In doing so, we illustrate the idea that research on self-regulation powerfully highlights ways in which gaps in school readiness and later achievement are linked to poverty and social and economic inequality and points the way to effective approaches to counteract these conditions.
Overview
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TL;DR
This review argues that school readiness is best understood through the development of self-regulation, which integrates attention, emotion, stress physiology, and executive function and is shaped by biological and contextual processes. It contends that poverty-related adversity can alter stress physiology and caregiving in ways that undermine readiness, but that classroom interventions targeting self-regulation can improve academic and behavioral outcomes.
Key findings
- In a national survey, kindergarten teachers prioritized regulatory and social skills—such as paying attention, following directions, not being disruptive, and being sensitive to peers—over discrete academic skills like counting to 20 or knowing letters. A meta-analysis of six longitudinal datasets found early academic ability, especially early mathematics, to be the strongest predictor of later academic outcomes.
- The neurobiological model describes self-regulation as an interplay between emotional/motivational reactivity and attention networks; stress hormones including catecholamines and cortisol via the HPA axis relate to prefrontal cortex and executive function in an inverted-U pattern, with moderate arousal optimal.
- Poverty-related risk is linked to altered stress physiology and lower executive function. The Family Life Project found that greater poverty predicted less sensitive parenting, which predicted higher child basal cortisol, which in turn predicted lower executive function at age 3. Over 20% of U.S. children live in poverty, and in a nationally representative sample of more than 22,000 children, kindergarten language and math gaps between Mexican first-generation immigrant children and white native-born peers were largely attributable to family poverty and less center-based child care.
- Intervention evidence: the Chicago School Readiness Project reduced internalizing and externalizing behavior and improved executive function, vocabulary, letter naming, and math, with effect sizes from 0.34 to 0.63. REDI improved vocabulary, literacy, emotion knowledge, and social problem-solving, with some executive-function measures mediating or moderating literacy effects. Tools of the Mind showed mixed results: a small preschool randomized trial found executive-function and classroom-climate effects, a larger prekindergarten trial found no effects on academics or self-regulation, and a kindergarten cluster randomized trial found effects of 0.30–0.80 on vocabulary, reasoning, and attention in high-poverty schools, with smaller effects elsewhere and sustained reading and vocabulary growth into first grade. A meta-analysis of 99 studies on teacher-student relationships found an overall effect of about one-quarter of a standard deviation, with d = 0.15 for standardized achievement outcomes and larger effects for academically or behaviorally at-risk children.
Methods
- Narrative theoretical review, not an empirical study; it synthesizes a developmental psychobiological framework spanning neurobiology, behavior, and social context.
- Draws on prior literature including a national teacher survey, longitudinal datasets and meta-analyses, neuroendocrine studies, randomized controlled trials of early education programs (CSRP, REDI, Tools of the Mind), and studies of reading and mathematics instruction.
- Main analysis is conceptual integration; no new sample, data collection, or statistical analysis is reported.
Limitations
- Stated limitations: Not stated in the paper.
- Evident from the text: as a narrative review, it does not use a systematic search or meta-analytic synthesis, so conclusions depend on cited studies with varied designs and measures.
- Evident from the text: cited intervention findings are mixed—for example, Tools of the Mind showed null prekindergarten results but positive kindergarten results—and some cited meta-analytic models rely on teacher reports of social skills, which the authors note may miss peer-level effects.
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Claims the paper makes
53 Own interpretation · 41 No full text of the sources · 26 Sources not found · 21 No basis given · 18 Partly supported · 12 Not checked yet · 7 Supported · 2 Supported so far · 2 Couldn’t confirm · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“environmental conditions and interpersonal interactions, both positive and negative, are embedded biologically, shaping or canalizing the development of brain and behavior”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > INTRODUCTION
What the sources say
- Supportedcites Blair & Raver 2012 source
The Conclusion describes early experience, stress physiology, and gene expression as forces that canalize brain and behavioral development. The section on Poverty, Parenting, and the Psychobiology of Self-Regulation says these influences shape developmental trajectories “for good and for ill.” Page numbers were not supplied. (LLM, conf=0.90)
- Partly supportedcites McEwen & Gianaros 2011 sourceExperimental — accuracy not yet measured
The Introduction says environmental exposure interacts with genetic liability from in utero onward, and that stressful experiences can produce adaptive or maladaptive changes in brain plasticity and behavior. The Interventions section also discusses interpersonal relationships and social support. The paper does not establish the broader claim that positive and negative environmental conditions and interpersonal interactions generally become biologically embedded and canalize brain and behavioral development. (LLM, conf=0.83)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“A growing empirical base clearly documents the relevance of multiple indicators of self-regulation to short- and long-term academic and behavioral outcomes in school”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > INTRODUCTION
What the sources say
- Could not verifycites Hamre & Pianta 2001 sourceExperimental — accuracy not yet measured
Semantic Scholar returned no full-text snippets for Hamre and Pianta (2001) on either of two paper-scoped searches. The cited paper’s title concerns early teacher–child relationships and later school outcomes, but the available evidence does not establish its specific claim about multiple indicators of self-regulation. Unscoped results discuss self-regulation in other papers, but none provides a high-confidence match that would establish misattribution. (LLM, conf=0.72)
- Not checked — no full text of the sourcecites McClelland et al. 2007 source
- Not checked — no full text of the sourcecites Riggs et al. 2004 source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Could not verify
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“The approach to school readiness as self-regulation is based in the neurobiology of executive functions and emotional development as seen in the psychobiological model of temperament developed by Rothbart, Posner, and colleagues”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Derryberry & Rothbart 1988 source
- Could not verifycites Posner & Rothbart 1998 sourceExperimental — accuracy not yet measured
Semantic Scholar does not index the cited chapter, “The Development of Orienting to Locations and Objects,” so its text could not be checked. Unscoped results discuss Rothbart and Posner’s model and its relevance to self-regulation, but the strongest match scores only 0.655 and is not the cited chapter. These results do not establish that the chapter supports the school-readiness claim or that it was misattributed. (LLM, conf=0.65)
- Could not verifycites Rothbart 2004 sourceExperimental — accuracy not yet measured
Semantic Scholar does not index Rothbart’s 2004 “General introduction,” so its abstract and full text cannot be checked. An unscoped search found “School Readiness and Self-Regulation: A Developmental Psychobiological Approach” (score 0.703) and a relevant passage in “The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure” (score 0.681). Those matches show the claim’s ideas appear in the literature, but they do not establish that Rothbart’s introduction makes the claim or that the attribution is wrong. (LLM, conf=0.72)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Every source the paper cites for this claim was checked and supports it.
In the paper
“The regulation of this reactivity through attention is associated with three functionally, anatomically, and neurochemically distinct networks of attention in the brain: the alerting, orienting, and executive systems”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Supportedcites Petersen & Posner 2012 source
The Original Networks section identifies alerting, orienting, and executive attention networks with different functions and brain regions. The Elaborations sections distinguish alerting and orienting by their neuromodulators, while Differences in Network Efficiency links executive attention to dopamine-related genes. The Self-Regulation section also connects attention networks with control of emotion and behavior. (LLM, conf=0.87)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Attention serves to amplify or regulate levels of emotional and physiological arousal, and does so in the form of an inverted U-shaped curve”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Partly supportedcites Arnsten 2009 sourceExperimental — accuracy not yet measured
The passages labeled Abstract (page unavailable) discuss attention regulation under stress and an inverted U-shaped relationship between noradrenaline levels and working memory. They do not say that attention amplifies or regulates emotional and physiological arousal, or that attention does so along an inverted U-shaped curve. (LLM, conf=0.87)
- Not matchedcites D. Diamond et al. 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Increasingly, studies have also demonstrated that young children’s exposure to supportive versus negative interactions with parents, teachers, and peers shapes individual differences in emotional reactivity and regulation, in the control of attention, and in higher-order cognitive functions, in part through the mechanism of stress physiology”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not matchedcites Blair et al. 2011b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Evans & Schamberg 2009 source
- Partly supportedcites Ursache et al. 2013 sourceExperimental — accuracy not yet measured
Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“A series of child-care studies (both in center-based and home-based care) has consistently demonstrated that children’s physiological reactivity as indicated by morning-to-afternoon rising cortisol levels on days attending out-of-home programs as well as emotional reactivity is affected by the quality of sensitivity versus intrusiveness and attention provided by teachers in those settings”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > The Student-Teacher Relationship
What the sources say
- Partly supportedcites Badanes et al. 2012 sourceExperimental — accuracy not yet measured
Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
- Partly supportedcites Crockenberg & Leerkes 2005 sourceExperimental — accuracy not yet measured
The Introduction reports morning-to-afternoon cortisol increases in full-day, center-based childcare, and §1.2 describes associations between cortisol responses and children's emotional characteristics. Neither passage establishes that teacher sensitivity, intrusiveness, or attention affects physiological and emotional reactivity across center- and home-based care. The Introduction says the reported cortisol increases were observed while controlling for childcare quality. (LLM, conf=0.84)
- Not checked — no full text of the sourcecites Dettling et al. 1999 source
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“these estimated effect sizes are larger for children who are academically or behaviorally at risk (Hamre & Pianta 2001, Liew et al. 2010).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > The Student-Teacher Relationship
What the sources say
- Not checked — no full text of the sourcecites Hamre & Pianta 2001 source
- Partly supportedcites Liew et al. 2010 sourceExperimental — accuracy not yet measured
The Results (Regression Analyses; page not available) report larger teacher–student relationship effect sizes for children with low task accuracy than for those with high task accuracy. The study examined academically at-risk children, but it did not compare effect sizes between academically at-risk and other children; low task accuracy is also not established as a measure of behavioral risk. (LLM, conf=0.85)
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“On relatively simple relational reasoning tasks, children at younger ages show increased levels of activity in PFC relative to children at older ages”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
What the sources say
- Not checked — no full text of the sourcecites Durston et al. 2006 source
- Supportedcites Eslinger et al. 2009 source
The Introduction describes a relatively simple task involving one or two visuospatial relations. The Results (Age Regression) report that activation in bilateral prefrontal cortices was negatively correlated with age, and the Discussion describes greater frontal activation in younger children than in older children. (LLM, conf=0.93)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“a small proportion of children enter classrooms with a strong biobehavioral tendency to show high levels of reticence and anxiety when confronted with new people, places, and things”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
- Partly supportedcites Rubin et al. 1995 sourceExperimental — accuracy not yet measured
The paper’s introductory discussion (page unavailable) describes temperamentally wary or fearful children who may become socially reticent when they poorly regulate reactions to novelty. Its Additional information section reports anxiety and reticence in a subgroup, but does not establish that a small proportion of children enter classrooms with a strong biobehavioral tendency to respond this way to new people, places, and things. (LLM, conf=0.84)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
- It may state two separate claims as one. 51
- Probably not a substantial claim. 8
- The quote only partly states this claim. 1
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“At moderate increases in emotional and physiological reactivity, attention is increased and effortful regulation is maximized.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Partly supportedcites Arnsten 2009 sourceExperimental — accuracy not yet measured
The passages labeled Abstract (page unavailable) say that optimal catecholamine levels enhance prefrontal regulation and that, during alert non-stressed waking, noradrenaline neurons respond to relevant stimuli. They do not establish that moderate increases in emotional reactivity maximize effortful regulation; the paper also says acute mild stress can impair prefrontal function. (LLM, conf=0.84)
- Not matchedcites D. Diamond et al. 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“At very low or very high levels of reactivity, however, control of attention is decreased and effortful regulation is less likely to occur.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Partly supportedcites Arnsten 2009 sourceExperimental — accuracy not yet measured
The passages on the inverted U-shaped relationship (section labeled Abstract; page unavailable) say that both insufficient and excessive catecholamine activity impair prefrontal working memory. Another passage in that section says stress-related high catecholamine levels impair attention regulation and shift control away from thoughtful prefrontal regulation. The paper does not establish the full claim for very low or very high levels of reactivity generally, particularly that effortful regulation is less likely at very low reactivity. (LLM, conf=0.83)
- Not matchedcites D. Diamond et al. 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Variation in self-regulation is present in individual characteristics and in contextual factors as well as in in the interaction between them”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Partly supportedcites Blair 2014 sourceExperimental — accuracy not yet measured
The Introduction (page unavailable) links poverty-related adversity to differences in children’s self-regulation, and the Discussion reports that an educational program improved related neurocognitive and neuroendocrine measures. The paper also reports that some program effects differed by school poverty level. It does not establish the broader claim that variation in self-regulation reflects an interaction between individual characteristics and contextual factors. (LLM, conf=0.83)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Children with more emotionally negative, less well-regulated profiles performed less well academically from fall to spring of the school year than did their more emotionally well-regulated counterparts, with more emotionally negative compromised relationships with their teachers as one likely, empirically supported mediating mechanism”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
- Partly supportedcites Valiente et al. 2008 sourceExperimental — accuracy not yet measured
Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“PFC is slower to mature and faster to decline than other brain areas (Toga et al. 2006, Zelazo & Lee 2010).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
What the sources say
- Partly supportedcites Toga et al. 2006 sourceExperimental — accuracy not yet measured
The Changes in gray and white matter section (p. 2) says the prefrontal cortex matures last, supporting slower maturation. The paper does not establish that it generally declines faster than other brain areas: its statement about especially rapid frontal loss concerns childhood-onset schizophrenia (Limitations of brain-imaging studies, p. 10), while its discussion of early degeneration is qualified to disorders such as Alzheimer’s disease (Cortical changes throughout life, p. 3). (LLM, conf=0.86)
- Not checked — no full text of the sourcecites Zelazo & Lee 2010 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“neurobiological studies indicating that the PFC, the seat of executive functions, is highly influenced by the physiological response to stress and demonstrates pronounced deficits in the context of chronic adversity (Cerqueira et al. 2007, Liston et al. 2011).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION MAY BE A PRIMARY MECHANISM THROUGH WHICH POVERTY AFFECTS SCHOOL READINESS
What the sources say
- Supportedcites Cerqueira et al. 2007 source
The Introduction (page not provided) identifies working memory and other executive tasks as PFC functions affected by stress. The Discussion (page not provided) reports structural and electrophysiological changes underlying stress-induced PFC impairment, including behavioral impairments in chronically stressed rats. (LLM, conf=0.89)
- Not matchedcites Liston et al. 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“follow-up in kindergarten indicated some sustained effects of the program on language and effects on social competence that were moderated by kindergarten classroom and school characteristics (Bierman et al. 2014).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > FOSTERING SELF-REGULATION IS A PRIMARY WAY OF FOSTERING SCHOOL READINESS
What the sources say
- Partly supportedcites Bierman et al. 2014 sourceExperimental — accuracy not yet measured
The Results (Social Competence; page unavailable) report that classroom teacher–student interaction quality moderated effects on social problem-solving, while school-level achievement moderated effects on teacher-rated social competence. The Results (Language and Emergent Literacy Skills; page unavailable) report a sustained effect only on phonemic decoding, not on the other language and emergent-literacy measures. Describing this as a sustained effect on language is broader than the reported finding. (LLM, conf=0.86)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The neurocognitive and social-emotional skills integral to self-regulation undergird early learning and are likely to be compromised for children growing up in poverty and other adverse conditions.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > INTRODUCTION
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“gaps in school readiness and later achievement are linked to poverty and social and economic inequality”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Self-regulation abilities allow for engagement in learning activities and provide the foundation for adjustment to school.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It also, however, suggests the interrelatedness and malleability of development across levels of analysis from the genetic to the behavioral.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > INTRODUCTION
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“At moderate levels of increase, neural activity in PFC is high and executive function abilities are maximized.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Executive functions can help to focus attention, and through attention enable the regulation of emotion and stress physiology.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Executive functions are important for making sense of complex information, but skills such as working memory and inhibitory control are overwhelmed when the complexity of information is too great.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“When information is too complex and environments are too stressful, executive functions shut down; when information is too simple and environments are uninteresting, executive functions are not called on.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Such an allostatic understanding of self-regulation development informs understanding of how children may arrive at school with very different profiles of self-regulation capabilities and also the best ways to structure learning opportunities for children to support self-regulation.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“learning to spell in English requires holding multiple representations of letter-sound correspondence in mind and inhibiting one over the other”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Self-regulation is developing from infancy onward and shaped by the context in which development is occurring.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“These findings have important implications not only for understanding children as ready for those settings but also for ways that settings and caregivers are ready to meet and support the self-regulatory needs of young children”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Rimm-Kaufman & Pianta 2000 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
In the paper
“self-regulation in the individual is understood developmentally as a cybernetic, self-regulating system that adjusts in response to experience”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Luu & Tucker 2004 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Executive functions are also overwhelmed, as noted above, when stress is too great and hormones rise beyond optimal levels.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Variation at this level will influence physiological, emotional, attentional, and executive control responses to stimulation; individual differences at each of these levels feed forward to influence activity at higher levels.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Corticotrophin-releasing hormone initiates the rapid sympathetic adrenal response and the production of catecholamines, namely norepinephrine and dopamine, and also initiates activity in the slower-acting hypothalamic-pituitary-adrenal (HPA) axis, leading to the production of the steroid hormone cortisol”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Gunnar & Quevedo 2007 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Further evidence of the role of lower- versus higher-quality out-of-home care in “getting under the skin” extends to children’s compromised immune function, with child-care-linked increases in cortisol accompanied by lower immune function and higher rates of parent-reported illness”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Watamura et al. 2010 source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“As these neurochemicals continue to rise beyond a moderate level, however, activity in PFC is reduced and activity is increased in brain areas associated with reactive motoric and emotional-motivational responses to stimulation”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
What the sources say
- Not checked — no full text of the sourcecites Ramos & Arnsten 2007 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Increased emotional reactivity influences the demand on the control of attention, and the control of attention influences the demand on executive functions.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Notably, altered activity in the HPA axis in child-care facilities has been shown to be specific to weekdays if children attend lower-quality settings and is not manifested on days when children remain at home receiving higher-quality care from parents.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This process of adjustment is referred to as allostasis, as opposed to homeostasis, and occurs primarily through alteration of levels of stress hormones in response to experience, with consequent effects on emotion, attention, and executive functions.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: THEORY AND NEUROBIOLOGY > The Neurobiology of Self-Regulation and School Readiness
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“children’s abilities to get along with peers may have a substantial impact on learning at the group level that is less easily detectible at the individual level.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“children with these very different biobehavioral profiles have been found to engage in preschool classrooms in very different ways, with behaviorally uninhibited children more likely to talk more often in class, to play more readily with new peers, and to show more positive emotion in the context of the school day than their more behaviorally inhibited counterparts”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Both are necessary.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“individuals with lower executive ability will show greater neural activity relative to high-ability individuals at lower levels of complexity, whereas individuals with higher ability will show greater activity at higher levels of complexity”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“crystallized, acquired abilities are chronometrically fast and more automatized and are associated with perceptual processes and memory retrieval of the temporal, parietal, and occipital lobes (Colom et al. 2009).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
What the sources say
- Not checked — no full text of the sourcecites Colom et al. 2009 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Temperamental predisposition to approach versus withdraw has been argued to play a particularly important role in structuring young children’s opportunities to engage their teachers in positive ways; for example, teachers have been found to spend more time talking with and providing instruction to children whom they view as more emotionally positive and less negative, difficult to manage, or cling”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“a number of studies have found positive engagement with peers to extend children’s attention, to support encoding and retrieval of information”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Activity in PFC increases in individuals with higher ability but decreases for individuals with lower ability as task complexity exceeds the capability of the individual.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Executive Functions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Both fluid and crystallized skills develop rapidly early in the life span but follow distinct trajectories into middle and later adulthood, with crystallized abilities remaining generally robust and steady while fluid abilities decline with age (Horn & Cattell 1967, McArdle et al. 2002).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“the investment hypothesis, posits that fluid abilities, e.g., executive functions, enable or pave the way for the acquisition of acquired knowledge.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Most children are able to develop close friendships with peers in preschool, demonstrating patterns of behavioral homophily, with more exuberant and physically aggressive children picking similarly “wired” classmates as best friends, as do more inhibited or shy children”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
- Not checked — no full text of the sourcecites Eivers et al. 2012 source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Children engaging in lower levels of conflict with teachers in their kindergarten year have demonstrated higher levels of academic achievement and more productive work habits through middle school grades (Hamre & Pianta 2001, O’Connor & McCartney 2007).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > The Student-Teacher Relationship
What the sources say
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“a growing knowledge base will expand the child’s zone of proximal development. It will allow the child to engage in more elaborate and complex processing of information”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“This research has elucidated the ways in which attention and emotion regulation support or constrain opportunities for learning in part through the facilitation of executive functions and engagement in learning and also through relationships with teachers and peers”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
- Not checked — no full text of the sourcecites Mashburn & Pianta 2006 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“More emotionally negative, less well-regulated children have also been found to be less likely to participate in class, to be absent from school more often, and to like school less than more emotionally well-regulated children”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AND SCHOOL READINESS: EMPIRICAL EVIDENCE > Social-Emotional Competence
What the sources say
- Not matchedcites Valiente et al. 2007, 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“the investment hypothesis has some longitudinal support indicating that fluid intelligence developmentally predicts later academic knowledge, particularly quantitative ability, and that this relation is strongest in childhood (Ferrer & McArdle 2004).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
What the sources say
- Not checked — no full text of the sourcecites Ferrer & McArdle 2004 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“fluid skills are chronometrically slow and physiologically effortful, such that repeated use can deplete executive skills.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“and on classroom climate, with some tentative evidence for effects on language development (Barnett et al. 2008).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > FOSTERING SELF-REGULATION IS A PRIMARY WAY OF FOSTERING SCHOOL READINESS
What the sources say
- Not checked — no full text of the sourcecites Barnett et al. 2008 source
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Children in poverty are also less likely to experience family, home, and neighborhood environments that foster prototypically optimal self-regulation, and as a consequence, the impact of available learning opportunities is reduced.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION MAY BE A PRIMARY MECHANISM THROUGH WHICH POVERTY AFFECTS SCHOOL READINESS
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As children make progress in self-regulation skills, they set the stage for concomitant progress in the growth of academic ability, and vice versa.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > A FOCUS ON SELF-REGULATION DOES NOT DETRACT FROM A FOCUS ON ACADEMIC LEARNING
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Hispanic, recently immigrated English-language learners enter kindergarten substantially lagging behind their monolingual, native-born, English-proficient peers in key school readiness domains emphasizing math and language skills but not in domains emphasizing socioemotional skills (Crosnoe 2007, Quirk et al. 2013).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION MAY BE A PRIMARY MECHANISM THROUGH WHICH POVERTY AFFECTS SCHOOL READINESS
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Children in poverty have less access to higher-quality care outside the home and a significantly lower probability of attending preschools that are emotionally and cognitively supportive of optimal self-regulation (McCartney et al. 2007).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION MAY BE A PRIMARY MECHANISM THROUGH WHICH POVERTY AFFECTS SCHOOL READINESS
What the sources say
- Not checked — no full text of the sourcecites McCartney et al. 2007 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Findings from the evaluation of this comprehensive program indicated benefits to children’s vocabulary and early literacy development as well as to children’s emotion knowledge and social problem-solving skills in the spring of the preschool year (Bierman et al. 2008a).”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > FOSTERING SELF-REGULATION IS A PRIMARY WAY OF FOSTERING SCHOOL READINESS
What the sources say
- Not matchedcites Bierman et al. 2008a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the environment of poverty-related risk and early adversity also impacts self-regulation development in ways that impede the development of school readiness.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION MAY BE A PRIMARY MECHANISM THROUGH WHICH POVERTY AFFECTS SCHOOL READINESS
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the approach is manifestly associated with turn taking in conversation, with positive social relationships with adults, and with reflective thinking and the use of language for purposes of regulating and organizing information.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AS A FRAMEWORK FOR EFFECTIVE TEACHING PRACTICES IN READING AND MATH
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By implicitly or explicitly formulating activities within the young child’s zone of proximal development, these structured learning activities for children function within the framework of readiness as self-regulation.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > SELF-REGULATION AS A FRAMEWORK FOR EFFECTIVE TEACHING PRACTICES IN READING AND MATH
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the effects of poverty on children’s chances of success in school begin early and can persist for years.”
§ School Readiness and Self-Regulation: A Developmental Psychobiological Approach > CONCLUSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
The paper relies on this without support.
The consequences of adversity can be effectively reversed by appropriately structured prekindergarten and kindergarten experiences.
“Promising findings, however, suggest that the consequences of adversity can be effectively reversed by appropriately structured prekindergarten and kindergarten experiences.”
The paper relies on this without support.
The timetable of brain maturation, particularly prefrontal cortex maturation, is sufficiently known to support beginning formal schooling at about age 6.
“Given what is known about the timetable for brain maturation, particularly maturation of PFC, it is logical that children would begin formal schooling at about the age of 6 years.”
The paper relies on this without support.
Salivary cortisol levels index children's self-regulation.
“self-regulation, as indicated by levels of salivary cortisol as well as by executive function abilities”
The paper relies on this without support.
Teacher ratings of closeness versus conflict validly measure the quality of student-teacher relationships.
“Characterized through teachers’ ratings of their closeness versus conflict with children on standardized measures”
The paper relies on this without support.
Executive function abilities are a valid indicator of children's self-regulation.
“self-regulation, as indicated by levels of salivary cortisol as well as by executive function abilities”
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Zulauf-McCurdy, C. A., & Loomis, A. M. (2022) · Early Childhood Education Journal · doi:10.1007/s10643-022-01341-2 · Cited by 26
“A substantial body of work has found a relationship between children’s early 1 3 relationships with their teachers and their self-regulation (Blair & Raver, 2015; Cadima et al., 2016); as such the student–teacher relationship has been studied as a point of intervention for self-regulation.”
BackgroundInfluentialPre-K and Kindergarten Teacher Perception of School Readiness During the COVID-19 Pandemic
Murphy, K., Giordano, K., & Deloach, T. (2023) · Early Childhood Education Journal · doi:10.1007/s10643-023-01462-2 · Cited by 20
“Research suggests that emotional regulation skills influence all other aspects of school readiness (Fung et al., 2020; Blair & Raver, 2015).”
Gunzenhauser, C., & von Suchodoletz, A. (2015) · Early Education and Development · doi:10.1080/10409289.2015.1012188 · Cited by 24
“The development of adequate behavioral self-regulation in the years before the start of formal schooling is critical for academic achievement (Blair & Raver, 2015).”
BackgroundInfluentialRos‐Morente, A., Cabello, E., & Guiu, G. F. (2018) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v13i09.7841 · Cited by 20
Rapid Transitions: Experiences with Accessibility and Special Education during the COVID-19 Crisis
Long, E., Vijaykumar, S., Gyi, S., & Hamidi, F. (2021) · Frontiers in Computer Science · doi:10.3389/fcomp.2020.617006 · Cited by 20
Rohr, C. S., Bray, S., & Dewey, D. (2021) · Development and Psychopathology · doi:10.1017/s0954579421001449 · Cited by 21
“They may be sensitive to external affective cues, making it hard for them to ignore distractions and follow instructions given by teachers or parents (Blair & Raver, 2015; Diamond, 2013; Rosen et al., 2015).”
BackgroundExamining the Validity of a Multidimensional Performance-Based Assessment at Kindergarten Entry
Miller-Bains, K. L., Russo, J. M., Williford, A. P., DeCoster, J., & Cottone, E. A. (2017) · AERA Open · doi:10.1177/2332858417706969 · Cited by 21
“A combination of child and environmental characteristics influences the development of school readiness, resulting in natural variation in children’s exhibited skills (Blair & Raver, 2015; Brooks-Gunn & Markman, 2005; Magnuson, Meyers, Ruhm, & Waldfogel, 2004).”
BackgroundResilience and Student Engagement: Promotive and Protective Processes in Schools
Masten, A. S., Nelson, K. M., & Gillespie, S. (2022) · Springer eBooks · doi:10.1007/978-3-031-07853-8_12 · Cited by 25
Hetherington, E., McDonald, S., Racine, N. M., & Tough, S. (2020) · Children · doi:10.3390/children7100186 · Cited by 20
“This is consistent with the theoretical literature [2,4] and emphasizes that children may have challenges in one or multiple areas, possibly indicating increasing levels of severity of self-regulation challenges.”
BackgroundResultInfluentialEffects of computer-based training on children’s executive functions and academic achievement
Conesa, P. J., & Duñabeitia, J. A. (2021) · The Journal of Educational Research · doi:10.1080/00220671.2021.1998881 · Cited by 24
“…have proven to be a key element in the development of skills in language and mathematics, as well as in the processing and organization of information received (Blair & Raver, 2015; Blair & Razza, 2007; Diamond & Ling, 2019; Duncan et al., 2007; Sesma et al., 2009; Zelazo & Carlson, 2012).”
BackgroundThe sound of self-regulation: Music program relates to an advantage for children at risk
Brown, E. D., Blumenthal, M. A., & Allen, A. A. (2022) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2022.01.002 · Cited by 27
Cumming, M. M., Poling, D. V., Patwardhan, I., & Ozenbaugh, I. (2022) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2022.01.008 · Cited by 29
Muir, R. A., Howard, S. J., & Kervin, L. K. (2024) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2023.12.001 · Cited by 39
Martin, M. J., Davies, P. T., Cummings, E. M., & Cicchetti, D. (2017) · Development and Psychopathology · doi:10.1017/s0954579417000402 · Cited by 20
“…been linked with a wide array of problems including poor emotional, behavioral, peer, and academic functioning in childhood and adolescence (e.g., Blair & Raver, 2015; Ellis, Rothbart, & Posner, 2004; Holmes, Kim-Spoon, & DeaterDeckard, 2016; Latzman, Elkovitch, Young, & Clark, 2010; Zelazo &…”
BackgroundEffortful control and school adjustment: The moderating role of classroom chaos
Berger, R. H., Valiente, C., Eisenberg, N., Hernández, M. M., Thompson, M. S., Spinrad, T. L., VanSchyndel, S. K., Silva, K., & Southworth, J. (2017) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2017.10.001 · Cited by 20
“Teachers and school administrators typically expect children to demonstrate self-regulation before entering kindergarten (Bassok, Latham, & Rorem, 2016; Blair & Raver, 2015), so failure to do so may create conflict between teachers and children.”
BackgroundLongitudinal Patterns of Self-Regulation among Ethnic Minority Children Facing Poverty
Kia‐Keating, M., Nylund-Gibson, K. K., Kia-Keating, B. M., Schock, C., & Grimm, R. P. (2017) · Journal of Child and Family Studies · doi:10.1007/s10826-017-0883-5 · Cited by 19
Self-regulation mediates the relations between family factors and preschool readiness
Xie, S., & Li, H. (2021) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2021.10.005 · Cited by 28
Tatlow‐Golden, M., O’Farrelly, C., Booth, A., et al. (2015) · School Psychology International · doi:10.1177/0143034315613777 · Cited by 19
“…these is children’s socio-emotional capacity and self-regulation, which allows children to pay attention, follow directions, interact well with peers and teachers, control negative emotions and behaviours, and develop a sense of belonging and acceptance (Blair & Raver, 2015; Dockett & Perry, 2001).”
BackgroundSocial Competence: Consideration of Behavioral, Cognitive, and Emotional Factors
Milligan, K., Sibalis, A., Morgan, A., & Phillips, M. (2017) · Autism and child psychopathology series · doi:10.1007/978-3-319-64592-6_5 · Cited by 27
Measurement of Self-regulation in Preschool and Elementary Children: A Scoping Review
Philpott‐Robinson, K., Johnson, T., Evans, L., Wales, K., Leonard, C., & Lane, A. E. (2023) · Physical & Occupational Therapy In Pediatrics · doi:10.1080/01942638.2022.2158055 · Cited by 24
“Self-regulation skills begin developing in early infancy and are largely shaped by a child’s genetic and environmental context (Barlow et al., 2016; Blair & Raver, 2015; Williams & Howard, 2020).”
BackgroundKoepp, A. E., Gershoff, E. T., Castelli, D. M., & Bryan, A. E. (2021) · Developmental Science · doi:10.1111/desc.13214 · Cited by 20
Ugarte, E., Miller, J. G., Weissman, D. G., & Hastings, P. D. (2021) · Development and Psychopathology · doi:10.1017/s0954579421000912 · Cited by 25
“Further, it is well-documented that children’s emotion regulation capacities increase from preschool to early elementary school-age (Blair & Raver, 2015; Herndon et al., 2013).”
Backgroundde la Fuente, J., Pachón-Basallo, M., Vicente, J. M. M., Sánchez, F. J. P., Garzón-Umerenkova, A., & Sander, P. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.922633 · Cited by 21
“An association has also been shown with behavioral adjustment in academic performance (Becker et al., 2014; Blair and Raver, 2015; Akfırat et al., 2016; Panadero, 2017; Bernardo et al., 2019; Alonso-Tapia et al., 2020).”
BackgroundKolovelonis, A., Παπαστεργίου, Μ., Samara, E., & Γούδας, Μ. (2023) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20031902 · Cited by 31
“Furthermore, they are important for school readiness [24], academic achievement [25], and motor ability [26].”
BackgroundBrauchli, V., Edelsbrunner, P. A., Castro, R. P., Barr, R., von Wyl, A., Lannen, P., & Sticca, F. (2024) · Computers in Human Behavior · doi:10.1016/j.chb.2024.108138 · Cited by 25
Fluid reasoning skills at the high school transition predict subsequent dropout
Pagani, L. S., Brière, F. N., & Janosz, M. (2017) · Intelligence · doi:10.1016/j.intell.2017.02.006 · Cited by 23
Very early drinking: Event history models predicting alcohol use initiation from age 4 to 11 years
Maggs, J. L., Staff, J., Patrick, M. E., & Wray‐Lake, L. (2018) · Addictive Behaviors · doi:10.1016/j.addbeh.2018.09.030 · Cited by 18
O’Sullivan, L., & Ring, E. (2018) · International Journal of Play · doi:10.1080/21594937.2018.1532720 · Cited by 23
“Measures of self-regulation are now considered a better predictor of longer-term academic success than traditional measures of intelligence (Blair & Raver, 2015; McClelland, Acock, Piccinin, Rhea, & Stallings, 2013).”
BackgroundHart, K. C., Maharaj, A. V., & Graziano, P. A. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2018.12.007 · Cited by 22
Conway, A., Waldfogel, J., & Wang, Y. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.03.009 · Cited by 19
Werchan, D. M., & Amso, D. (2021) · Developmental Science · doi:10.1111/desc.13088 · Cited by 16
Chaotic home environment is associated with reduced infant processing speed under high task demands
Tomalski, P., Marczuk, K., Pisula, E., Malinowska, A., Kawa, R., & Niedźwiecka, A. (2017) · Infant Behavior and Development · doi:10.1016/j.infbeh.2017.04.007 · Cited by 19
Geng, Z., Zeng, B., & Guo, L. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09840-3 · Cited by 22
“Moreover, children who are better able to self-regulate are also more likely to have better relationships with peers and adults and show fewer behavioral problems, which are all key indicators of social competence (Blair & Raver, 2015; Burke et al., 2023).”
Proximal and distal predictors of self-regulatory change in children aged 4 to 7 years
Williams, K. E., & Howard, S. J. (2020) · BMC Pediatrics · doi:10.1186/s12887-020-02133-6 · Cited by 23
Watts, T. W., Nguyen, T., Carr, R. C., Vernon‐Feagans, L., & Blair, C. (2021) · Child Development · doi:10.1111/cdev.13552 · Cited by 20
Self-citationHatfield, B. E., Finders, J. K., Zandbergen, D. L., & Lewis, H. (2021) · Early Education and Development · doi:10.1080/10409289.2021.1961198 · Cited by 17
“Preschool children’s self-regulation skills are malleable and shaped by individual differences (e.g., temperament) and context (e.g., poverty; see Blair & Raver, 2015 for a review).”
BackgroundPreschool children's digital media usage and self-regulation skill
AKYAR, B. C., & Sungur, S. (2022) · Turkish Journal of Education · doi:10.19128/turje.889549 · Cited by 24
A Pilot Study of Improving Self-Regulation and Social Interaction with Peers: An “Exciting School”
Ayuso, D. M. R., Espinosa-García, B., Gómez-Marín, E., Gómez-Jara, N., Cuevas-Delgado, C., Álvarez-Benítez, I., & Triviño-Juárez, J. M. (2022) · Children · doi:10.3390/children9060829 · Cited by 24
Ursache, A., Dawson‐McClure, S., Siegel, J., & Brotman, L. M. (2019) · Cognition & Emotion · doi:10.1080/02699931.2019.1587388 · Cited by 18
“…disinvested urban neighbourhoods is important given that children growing up in these environments often experience a host of stressors which put them at risk for lower school readiness, mental health problems and underachievement (Blair & Raver, 2015; Magnuson, Meyers, Ruhm, & Waldfogel, 2004).”
BackgroundMacDonald, M., & McIntyre, L. L. (2019) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2019.103445 · Cited by 18
Schmerse, D., & Zitzmann, S. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101374 · Cited by 19
van Poortvliet, M. (2021) · Oxford Review of Education · doi:10.1080/03054985.2020.1862778 · Cited by 20
“…related concept of emotional selfregulation has been identified as particularly important in setting the stage for engagement in learning activities and adjustment to social task demands in the classroom (Blair & Raver, 2015), and a key predictor in longitudinal associations (Jones et al., 2015).”
BackgroundNature by Design: Playscape Affordances Support the Use of Executive Function in Preschoolers
Carr, V. W., Brown, R. D., Schlembach, S., & Kochanowski, L. (2017) · Children Youth and Environments · doi:10.7721/chilyoutenvi.27.2.0025 · Cited by 40
“…and teachers have long recognized the importance of EF to children’s cognitive development, school readiness and achievement, and psychological well-being (e.g., Blair & Raver, 2015; Mischel, Shoda, & Rodriguez, 1989; Müller, Lieberman, Frye, & Zelazo, 2008; Vilgis, Silk, & Vance, 2015).”
Clark, C. A. C., Massey, S. H., Wiebe, S. A., Espy, K. A., & Wakschlag, L. S. (2018) · Development and Psychopathology · doi:10.1017/s0954579418000706 · Cited by 20
“Thus, delays or deficits in self-regulation are likely to be especially prominent by the end of preschool, a critical period for shaping school readiness and adaptive function (Blair & Raver, 2015).”
BackgroundTumanova, V., Wilder, B., Gregoire, J., Baratta, M., & Razza, R. A. (2020) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2020.600790 · Cited by 18
Self-control in first grade predicts success in the transition to adulthood
Johnson, S. B., Voegtline, K., Ialongo, N. S., Hill, K. G., & Musci, R. J. (2022) · Development and Psychopathology · doi:10.1017/s0954579421001255 · Cited by 25
McDoniel, M. E., & Bierman, K. L. (2022) · Child Abuse & Neglect · doi:10.1016/j.chiabu.2022.105572 · Cited by 18
Unique and joint contributions of behavioral and emotional self-regulation to school readiness
Guedes, C., Ferreira, T., Leal, T., & Cadima, J. (2022) · Applied Developmental Science · doi:10.1080/10888691.2022.2045200 · Cited by 21
“Although the importance of self-regulation for school readiness is widely acknowledged (Blair & Raver, 2015), there has been little discussion about the unique contributions of the behavioral and emotional components of self-regulation to distinct school readiness domains.”
BackgroundHosch, A., Oleson, J., Harris, J. L., Goeltz, M. T., Neumann, T., LeBeau, B. C., Hazeltine, E., & Petersen, I. T. (2022) · Developmental Science · doi:10.1111/desc.13280 · Cited by 23
“…conceptualizations of self-regulation as encompassing multiple processes, including inhibitory control, delayed gratification, sustained attention, and executive functions (Baumeister & Vohs, 2004; Berger, 2011; Blair & Raver, 2015; Gagne et al., 2021; McClelland et al., 2010, 2015; Nigg, 2017).”
BackgroundResultNili, A. N., Krogh‐Jespersen, S., Perlman, S. B., Estabrook, R., Petitclerc, A., Briggs‐Gowan, M. J., Sherlock, P., Norton, E. S., & Wakschlag, L. S. (2022) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-022-00945-x · Cited by 19
“Self-regulation represents the set of internal processes that individuals employ to modulate emotional and cognitive responses to stimuli (Blair & Raver, 2015; Murray et al., 2015).”
BackgroundBukhalenkova, D., Chichinina, E., & Almazova, O. V. (2023) · Psychology in Russia State of Art · doi:10.11621/pir.2023.0407 · Cited by 25
“Preschool children are actively developing their executive functions (EF) (Blair & Raven, 2015; Garon et al., 2008).”
BackgroundLi, J., & Bai, B. (2024) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2024.101697 · Cited by 19
Gonçalves, H. A., Cargnin, C., Jacobsen, G. M., Kochhann, R., Joanette, Y., & Fonseca, R. P. (2017) · Journal of Cognitive Psychology · doi:10.1080/20445911.2017.1313259 · Cited by 19
“Our findings confirm that cognitive development is the product of integrated developmental processes at the biological and behavioural levels that are shaped by the contexts in which development is occurring (Blair & Raver, 2015; Duval et al., 2016).”
BackgroundTörmänen, M. R. K., & Roebers, C. M. (2017) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12395 · Cited by 24
Wagner, B., Olson, H. C., Symons, M., Mazzucchelli, T. G., Jirikowic, T., Latimer, J., Watkins, R. E., CROSS, D. S., Boulton, J., Wright, E., et al. (2019) · Australian Journal of Education · doi:10.1177/0004944119826206 · Cited by 16
Chong, S. Y., Chittleborough, C., Gregory, T. A., Lynch, J. W., Mittinty, M., & Smithers, L. G. (2019) · PLoS ONE · doi:10.1371/journal.pone.0204189 · Cited by 18
“Previous research has shown that self-regulation skills in general and emotional reactivity and persistence specifically have been linked to cognition and academic achievement [13, 17, 18].”
BackgroundBerry, D. J., Palmer, A. R., Distefano, R., & Masten, A. S. (2019) · Development and Psychopathology · doi:10.1017/s0954579419000683 · Cited by 17
Schmitt, S. A., Duncan, R. J., Budrevich, A., & Korucu, I. (2019) · Early Education and Development · doi:10.1080/10409289.2019.1660555 · Cited by 17
“…which is the integration of the underlying cognitive skills that comprise EF (inhibitory control, working memory, and cognitive flexibility) in overt behavior, allows children to take advantage of learning opportunities, such as instructional support, in classroom contexts (Blair & Raver, 2015).”
BackgroundCarrera, P., Jiménez‐Morago, J. M., Román, M., & Manso, E. L. (2019) · Children and Youth Services Review · doi:10.1016/j.childyouth.2019.104495 · Cited by 22
Zakszeski, B. N., Hojnoski, R. L., Dever, B. V., DuPaul, G. J., & McClelland, M. M. (2020) · School Psychology Review · doi:10.1080/2372966x.2020.1717373 · Cited by 21
“…Waasdorp, & Leaf, 2012); however, effects of SWPBIS programming are unclear for students’ behavioral self-regulation, a broader area of social competence that includes regulation of emotion as well as other attentional and behavioral processes (Blair & Raver, 2015; McClelland & Cameron, 2012).”
BackgroundInfluentialBrandes-Aitken, A. N., Braren, S. H., Gandhi, J., Perry, R. E., Rowe‐Harriott, S., & Blair, C. (2020) · Developmental Psychology · doi:10.1037/dev0001089 · Cited by 23
Self-citationSelf-regulation as promotive for academic achievement in young children across risk contexts
Distefano, R., Grenell, A., Palmer, A. R., Houlihan, K., Masten, A. S., & Carlson, S. M. (2021) · Cognitive Development · doi:10.1016/j.cogdev.2021.101050 · Cited by 21
Temperament and School Readiness – A Literature Review
Potměšilová, P., & Potměšíl, M. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.599411 · Cited by 25
“Self-regulation in a broader sense involves the ability to control emotions (Blair and Raver, 2015).”
BackgroundSibling presence, executive function, and the role of parenting
Rolan, E. P., Schmitt, S. A., Purpura, D. J., & Nichols, D. L. (2018) · Infant and Child Development · doi:10.1002/icd.2091 · Cited by 18
O'Toole, S. E., Monks, C. P., Tsermentseli, S. K., & Rix, K. (2018) · Early Child Development and Care · doi:10.1080/03004430.2018.1494595 · Cited by 23
“Based on the link between hot EF and positive attitudes toward school (Blair & Raver, 2015), it was hypothesized that hot EF would be positively associated with learning-related behaviours, but would not be directly related to academic performance.”
BackgroundKersna, L., Laak, K.-J., Lepp, L., & Pedaste, M. (2025) · Education Sciences · doi:10.3390/educsci15010060 · Cited by 21
Self-Management Skills and Student Achievement – A Pilot Study
Stan, M. M. (2021) · Lumen Proceedings · doi:10.18662/lumproc/atee2020/34 · Cited by 15
Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?
Ruffini, C., Marzocchi, G. M., & Pecini, C. (2021) · Children · doi:10.3390/children8110964 · Cited by 20
“It has been suggested that during the first years of primary school the child is faced with new and challenging tasks, such as the acquisition of school behavioral rules as well as new literacy and math tasks [50] whereas, as the child progresses through school, behavioral demands tend to reduce so that academic skill…”
BackgroundThe special role of middle childhood in self‐control development: Longitudinal and genetic evidence
Pener‐Tessler, R., Markovitch, N., & Knafo‐Noam, A. (2022) · Developmental Science · doi:10.1111/desc.13270 · Cited by 15
“Previous research has emphasized the contribution of self-control related behaviors to a child’s school-readiness (e.g., Blair & Raver, 2015).”
BackgroundDirectly assessed and adult-reported executive functions: Associations with academic skills in Ghana
Ahmed, I., Steyer, L., Suntheimer, N. M., Wolf, S., & Obradović, J. (2022) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2022.101437 · Cited by 17
Aydoğdu, F. (2022) · TED EĞİTİM VE BİLİM · doi:10.15390/eb.2022.11353 · Cited by 18
Hu, Q., Zhou, Y., Xu, C., Xu, C., Hu, F., English, A. S., Buschkuehl, M., Jaeggi, S. M., & Zhang, Q. (2024) · Journal of Youth and Adolescence · doi:10.1007/s10964-024-01941-8 · Cited by 19
“These abilities are equally signi fi cant in academic achievement as content knowledge (Blair & Raver, 2015).”
Pandey, A., Hale, D. R., Goddings, A., Blakemore, S., & Viner, R. (2017) · Systematic Reviews · doi:10.1186/s13643-017-0570-z · Cited by 16
“Self-regulation is considered to be a malleable skill which can be shaped by environment, thus making it an important target for interventions [13, 14].”
BackgroundKvalø, S. E., Dyrstad, S. M., Bru, E., & Brønnick, K. (2019) · The Journal of Sports Medicine and Physical Fitness · doi:10.23736/s0022-4707.18.08971-5 · Cited by 19
Andreu, C. I., & García‐Rubio, C. (2019) · Springer eBooks · doi:10.1007/978-3-030-25513-8_9 · Cited by 18
Contrasting executive function development among primary school children from Hong Kong and Germany
Schirmbeck, K., Rao, N., Wang, R., Richards, B., Chan, S. W. Y., & Mähler, C. (2020) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00519-9 · Cited by 17
“When children start primary school, on average at around 6 years of age, the prefrontal cortex (PFC) is typically adequately developed and facilitates the top-down control processes needed to navigate formal schooling environments (Blair and Raver 2015).”
BackgroundOrtín, N. U., Fernández, N., Vélez, D. C., Madinabeitia, I., & Alarcón, F. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17249325 · Cited by 19
“Greater self-regulation in pre-schoolers facilitates cognitive reasoning in school [10] and better performance in everyday school tasks [11].”
BackgroundBayly, B. L., & Bierman, K. L. (2021) · Early Education and Development · doi:10.1080/10409289.2020.1865785 · Cited by 18
Supporting Shy Preschool Children in Joining Social Play
Currin, F. H., Diederich, K., Blasi, K., Schmidt, A. D., David, H., Peterman, K., & Hourcade, J. P. (2021) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3459990.3460729 · Cited by 18
“There is evidence that children who regularly participate in ToM-style play score better on tests of EF and later perform better in school than those who do not [10, 11, 26, 28, 59].”
BackgroundReading Aloud, Self-Regulation, and Early Language and Cognitive Development in Northern Brazil
Piccolo, L. D. R., Weisleder, A., Oliveira, J. B. A. E., Mazzuchelli, D. S. R., Lopez, A. S., Neto, W. D., Cates, C. B., & Mendelsohn, A. L. (2021) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/dbp.0000000000000985 · Cited by 15
“Because of research suggesting that self-regulation is adaptive to environmental contexts, it has been considered a key factor underlying poverty-related disparities in school readiness,(4) academic achievement,(5) and social adjustment.(4) Although individual-level challenges in self-regulation are often first identi…”
BackgroundLau, E. Y. H., & Li, J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.779449 · Cited by 21
“Besides, Blair, and colleagues (Blair, 2002; Blair and Raver, 2015) further considered that self-regulation should also be included as an additional component of school readiness, as it addresses children’s ability to attend to information, use it appropriately, and inhibit behavior that interferes with learning (Pan…”
BackgroundMartarelli, C., Feurer, E., Dapp, L. C., & Roebers, C. M. (2018) · Infant and Child Development · doi:10.1002/icd.2114 · Cited by 19
Uka, F., Gunzenhauser, C., Larsen, R., & von Suchodoletz, A. (2019) · Intelligence · doi:10.1016/j.intell.2019.05.002 · Cited by 16
How a preschool parent intervention produced later benefits: A longitudinal mediation analysis
Bierman, K. L., McDoniel, M. E., & Loughlin‐Presnal, J. E. (2019) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2019.101058 · Cited by 15
Law, E. C. N., Aishworiya, R., Cai, S., Bouvette–Turcot, A., Broekman, B. F. P., Chen, H., Daniel, L. M., Gluckman, P. D., Shek, L. P., Tay, S. K. H., et al. (2021) · Epidemiology and Psychiatric Sciences · doi:10.1017/s204579602000102x · Cited by 14
Rosas, R., Espinoza, V., Garolera, M., & San-Martín, P. (2017) · Studies in Psychology Estudios de Psicología · doi:10.1080/02109395.2017.1311458 · Cited by 15
International early learning and child well-being study assessment framework
Phair, R. (2021) · OECD education working papers · doi:10.1787/af403e1e-en · Cited by 18
“Early self-regulation appears to be particularly important for low-income and at-risk children in achieving more successful outcomes in later life ( (Blair and Raver, 2015[89]); (Nesbitt, 2013[90])).”
BackgroundReimagining Education: The International Science and Evidence Based Education (ISEE) Assessment
Duraiappah, A. K., van Atteveldt, N., Buil, J. M., Singh, K., & Wu, R. (2022) · doi:10.56383/jofk3902 · Cited by 15
Dyson, B. P., Shen, Y., Howley, D., & Baek, S. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1100667 · Cited by 34
“This study aimed to address this shortfall within a high-needs elementary school context (Elias and Haynes, 2008; Blair and Raver, 2015), particularly by examining school educators’ voices through the theoretical lenses of human developmental perspectives (Jones et al.”
BackgroundÖz Düzenleme Becerilerinin İlkokula Hazırbulunuşluk Üzerindeki Etkisi
TEKİN, H., & Koçyiğit, S. (2020) · Kastamonu Eğitim Dergisi · doi:10.24106/kefdergi.3928 · Cited by 14
Alfonso, S. V., & Lonigan, C. J. (2021) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2021.06.005 · Cited by 19
Moazami-Goodarzi, A., Nezhad, M. Z., Hytti, M., Heiskanen, N., & Sajaniemi, N. K. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph182010679 · Cited by 14
“ECE educators play a crucial role in facilitating SEL skills [9,17], given the developmental age of the children, who are undergoing a rapid increase in social, emotional, and cognitive development [18,19].”
BackgroundBlume, J., Park, S., Cox, M., & Mastergeorge, A. M. (2022) · Frontiers in Pediatrics · doi:10.3389/fped.2022.813486 · Cited by 15
Hofstee, M., Huijding, J., Cuevas, K., & Deković, M. (2022) · Developmental Science · doi:10.1111/desc.13298 · Cited by 17
Pathways to emotion regulation in young Black children: An attachment perspective
Stern, J. A., Dunbar, A. S., & Cassidy, J. A. (2022) · Advances in child development and behavior · doi:10.1016/bs.acdb.2022.10.001 · Cited by 15
Coelho, V., Cadima, J., & Pinto, A. I. (2023) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2023.101518 · Cited by 19
Józsa, K., Oo, T. Z., Borbélyová, D., & Zentai, G. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11100189 · Cited by 14
“The fit of each model is evaluated by using goodness-of-fit indices, such as the ratio of Chi-square by degrees of freedom, the comparative fit index (CFI), the Tucker–Lewis index (TLI), the root mean square error of approximation (RMSEA), and standardized root mean square residual (SRMR) (Li et al.…”
BackgroundMethodCourbet, O., Daviot, Q., Kalamarides, V., Habib, M., & Villemonteix, T. (2024) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-024-01220-x · Cited by 28
“…interventions targeting self-regulatory skills and prosociality within classes may promote positive emotions, positive relationships, engagement and accomplishment, and may therefore have a unique impact on children’s mental health while also supporting school achievement (Blair & Raver, 2015 ).”
Sutter, C., Ontai, L., Nishina, A., et al. (2016) · Early Child Development and Care · doi:10.1080/03004430.2016.1174933 · Cited by 14
“…suggests school readiness is shaped both by external factors in the child’s environment such as parenting (Martin, Ryan, & Brooks-Gunn, 2013; Merz et al., 2015) as well as factors internal to the child such as developing self-regulation (Blair & Raver, 2015; Eisenberg, Valiente, & Eggum, 2010).”
BackgroundTavassolie, T., Bleiker, C., Manfra, L., Hartman, S. C., Dinehart, L. H. B., & Winsler, A. (2020) · Applied Developmental Science · doi:10.1080/10888691.2020.1781633 · Cited by 13
“Prior research has shown that poverty status differentiates children who are ready for school from those who are not (Blair & Raver, 2015) so we included this important covariate.”
BackgroundResult
Metadata
- Authors
- Blair, C., & Raver, C. C.
- Affiliations
- New York University (US)
- ORCID
- Blair, Clancy
- Venue
- Annual Review of Psychology
- Publisher
- Annual Reviews
- Published
- 2015-01-03
- Volume
- 66
- Issue
- 1
- Pages
- 711-731
- ISSN
- 0066-4308 (ISSN-L)
- 1545-2085
- PMC
- PMC4682347
- OpenAlex
- W2096524996
- Cited by
- 1,240
- References
- 130
- Citations by year
- 2026: 163 · 2025: 164 · 2024: 120 · 2023: 101 · 2022: 127 · 2021: 129 · 2020: 137 · 2019: 93 · 2018: 89 · 2017: 75 · 2016: 27 · 2015: 10
- FWCI
- 25.13
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Annual Review of Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD046160)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- school readiness, self-regulation, young children, poverty, socioeconomic disparities, academic performance
- MeSH terms
- Child Behavior, Child Development, Child, Preschool, Humans, Poverty, Schools, Executive Function, Social Skills
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.
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