Children's effortful control and academic competence: Mediation through school liking

Merrill-Palmer Quarterly

Volumn 53, Issue 1, 2007, Pages 1-25

  Valiente, Carlos ^a   Lemery Chalfant, Kathryn ^a   Castro, Kimberly S ^a  

^a ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34347349206     PISSN: 0272930X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (7)

1. Alexander, K. L., & Entwisle, D. R. (1988). Achievement in the first 2 years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53, 157.
2. Belsky, J., Friedman, S. L., & Hsieh, K. H. (2001). Testing a core emotion-regulation prediction: Does early attentional persistence moderate the effect of infant negative emotionality on later development? Child Development, 72, 123-133.
3. Berndt, T. J., & Keefe, K. (1995). Friends' influence on adolescents' adjustment to school. Child Development, 66, 1312-1329.
4. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79.
5. Blair, C. (2001). The early identification of risk for grade retention among African American children at risk for school difficulty. Applied Developmental Science, 5, 37-50.
6. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57, 111-127.
7. Bowlby, J. (1969). Attachment and loss. New York: Basic Books.