The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Regulatory Contributors to Children's Kindergarten Achievement
Open accessAbstract
The present study sought to examine whether preschool children's emotion regulation, problem behaviors, and kindergarten behavioral self-regulation in the classroom were predictors of kindergarten achievement scores. The children (N = 122, 47% male and 63% European American) who were participating in an ongoing longitudinal study, were seen at both a preschool and kindergarten assessment. The present study examined the relation between parent report, teacher report, and laboratory measures of regulation and children's achievement test scores. Children's emotion regulation and behavioral self-regulation in the classroom were related to all measures of achievement. The relation between preschool emotion regulation and kindergarten achievement was mediated by behavioral self-regulation in the kindergarten classroom. In addition, all measures of regulation were correlated, suggesting that some children who have difficulty regulating their behavior in one setting (such as home) may also have difficulty with regulation in other settings (such as school).
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Eisenberg, N., Fabes, R. A., Shepard, S. A., Murphy, B. C., Guthrie, I. K., Jones, S., Friedman, J., Poulin, R., & Maszk, P. (1997) · Child Development · doi:10.2307/1132116 · Cited by 243
Cited by
Blair, C., & Razza, R. P. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01019.x · Cited by 3,140
Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007) · Developmental Psychology · doi:10.1037/0012-1649.43.4.947 · Cited by 1,561
Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009) · Developmental Psychology · doi:10.1037/a0015365 · Cited by 934
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011) · Child Development · doi:10.1111/j.1467-8624.2010.01561.x · Cited by 754
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review.
Robson, D. A., Allen, M. S., & Howard, S. J. (2020) · Psychological Bulletin · doi:10.1037/bul0000227 · Cited by 759
Touch your toes! Developing a direct measure of behavioral regulation in early childhood.
Cameron Ponitz, C. E., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2007.01.004 · Cited by 635
The development of self-regulation across early childhood.
Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016) · Developmental Psychology · doi:10.1037/dev0000159 · Cited by 629
Jacob, R., & Parkinson, J. (2015) · Review of Educational Research · doi:10.3102/0034654314561338 · Cited by 538
Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014) · Developmental Psychology · doi:10.1037/a0037493 · Cited by 385
Self-regulation and academic achievement in the transition to school.
Morrison, F. J., Ponitz, C. C., & McClelland, M. M. (2010) · Child development at the intersection of emotion and cognition. · doi:10.1037/12059-011 · Cited by 263
(2007) · Cognitie, Creier, Comportament · Cited by 251
Liew, J., Chen, Q., & Hughes, J. N. (2010) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2009.07.005 · Cited by 241
Early adversity and neural correlates of executive function: Implications for academic adjustment
McDermott, J. M., Westerlund, A., Zeanah, C. H., Nelson, C. A., & Fox, N. A. (2012) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2011.09.008 · Cited by 146
Pears, K. C., Fisher, P. A., Bruce, J., Kim, H. K., & Yoerger, K. (2010) · Child Development · doi:10.1111/j.1467-8624.2010.01491.x · Cited by 146
Jahromi, L. B., Kasari, C. L., McCracken, J. T., Lee, L. S.-Y., Aman, M. G., McDougle, C. J., Scahill, L., Tierney, E., Eugene Arnold, L., Vitiello, B., et al. (2009) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-008-0636-9 · Cited by 144
Foundations for Young Adult Success: A Developmental Framework
Nagaoka, J., Farrington, C. A., Ehrlich, S. B., & Heath, R. D. (2015) · doi:10.59656/yd-g1389.001 · Cited by 115
Early Childhood Mental Health Consultation: Results of a Statewide Random-Controlled Evaluation
Gilliam, W. S., Maupin, A. N., & Reyes, C. R. (2016) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1016/j.jaac.2016.06.006 · Cited by 98
Metadata
- Authors
- Howse, R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P., & Shelton, T. L.
- Venue
- Early Education and Development
- Publisher
- Informa UK Limited
- Published
- 2003-01-01
- Volume
- 14
- Issue
- 1
- Pages
- 101-120
- ISSN
- 1040-9289 (ISSN-L)
- 1556-6935
- OpenAlex
- W2086734012
- Cited by
- 325
- References
- 1
- FWCI
- 29.00
- Type
- journal article
- Language
- en
- Open access
- green
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
