Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age

Journal of Experimental Child Psychology

Volumn 108, Issue 3, 2011, Pages 663-676

  Hughes, Claire ^a   Ensor, Rosie ^a  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

Academic competence; Executive function; Externalizing problems; Individual differences; Internalizing problems; School transition; Trajectories

Indexed keywords

ACHIEVEMENT; ARTICLE; BEHAVIOR DISORDER; CHILD; CHILD DEVELOPMENT; CONTROL; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FEMALE; HUMAN; MALE; PEER GROUP; PSYCHOLOGICAL ASPECT; SELF CONCEPT; SELF REPORT; SOCIAL ADAPTATION; TASK PERFORMANCE; UNIVERSITY;

ACHIEVEMENT; CHILD; CHILD BEHAVIOR DISORDERS; CHILD DEVELOPMENT; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FACULTY; FEMALE; HUMANS; INTERNAL-EXTERNAL CONTROL; MALE; PEER GROUP; SELF CONCEPT; SELF REPORT; SOCIAL ADJUSTMENT; TASK PERFORMANCE AND ANALYSIS;

EID: 79951676952     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2010.06.005     Document Type: Article

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