2007
DOI: 10.1037/0012-1649.43.4.947
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Abstract: This study investigated predictive relations between preschoolers' (N=310) behavioral regulation and emergent literacy, vocabulary, and math skills. Behavioral regulation was assessed using a direct measure called the Head-to-Toes Task, which taps inhibitory control, attention, and working memory, and requires children to perform the opposite of what is instructed verbally. Hierarchical linear modeling (HLM) was utilized because children were nested in 54 classrooms at 2 geographical sites. Results revealed th… Show more

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Cited by 1,176 publications
(1,086 citation statements)
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References 68 publications
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“…Self-regulation skills such as maintaining focus on a task in face of distractions, remembering instructions, inhibiting a dominant response or regulating strong emotions help children to respond to complex classroom settings in a deliberate, adaptive manner that help predict positive outcomes (Blair, 2002;Cameron Ponitz, McClelland, Matthews, & Morrison, 2009;Morrison et al, 2010;. The potential role of these skills for early school success is supported by international research showing that self-regulation uniquely predicts academic competence in early childhood (Blair & Razza, 2007;McClelland et al, 2007;Suchodoletz et al, 2013;. Given this research, it seems critical to understand early contextual influences on self-regulation and academic achievement, particularly in cultural contexts where research is still scarce.…”
Section: Associations Between Early Family Sociodemographic Risk Chimentioning
confidence: 78%
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“…Self-regulation skills such as maintaining focus on a task in face of distractions, remembering instructions, inhibiting a dominant response or regulating strong emotions help children to respond to complex classroom settings in a deliberate, adaptive manner that help predict positive outcomes (Blair, 2002;Cameron Ponitz, McClelland, Matthews, & Morrison, 2009;Morrison et al, 2010;. The potential role of these skills for early school success is supported by international research showing that self-regulation uniquely predicts academic competence in early childhood (Blair & Razza, 2007;McClelland et al, 2007;Suchodoletz et al, 2013;. Given this research, it seems critical to understand early contextual influences on self-regulation and academic achievement, particularly in cultural contexts where research is still scarce.…”
Section: Associations Between Early Family Sociodemographic Risk Chimentioning
confidence: 78%
“…In this study, behavioral regulation is understood as the ability to integrate attention, working memory, and inhibitory control in the regulation of overt behavior (McClelland et al, 2007;Cameron Ponitz et al, 2009;Sektnan, McClelland, Acock, & Morrison, 2010;. This subset of skills is particularly important in the classroom setting where children are often asked to shift attention and ignore irrelevant, distracting information (attention), remember instructions while responding (working memory) and stop inappropriate responses that could otherwise disrupt classroom activities (inhibitory control; McClelland et al, 2007;.…”
Section: Self-regulation and Its Importance For School Successmentioning
confidence: 99%
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“…EF abilities grow rapidly in early childhood between the ages of 4 and 6 and are associated with numerous developmental, academic, and clinical outcomes (Espy et al 1999;Sowell et al 2002). EF deficits, from injury or atypical development, are associated with adverse developmental outcomes that include attention deficit hyperactivity disorder (ADHD) and autistic spectrum disorders (ASD; Pennington and Ozonoff 1996), traumatic brain injury (Beauchamp et al 2011), emotional and social competence (Kochanska et al 1996), behavioral control (Eisenberg et al 1997), social cognition (Perner and Lang 1999), school adjustment (Blair 2002;Bodrova and Leong 2006), and academic achievement (Bull and Scerif 2001;Duncan et al 2007;McClelland et al 2007).…”
Section: Introductionmentioning
confidence: 99%