Self-Regulation as the Interface of Emotional and Cognitive Development: Implications for Education and Academic Achievement

Handbook of Personality and Self-Regulation

Volumn , Issue , 2010, Pages 64-90

  Blair, Clancy ^a   Calkins, Susan ^b   Kopp, Lisa ^c  

^a NEW YORK UNIVERSITY   (United States)

^b UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

^c PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

Biological functioning and psychopathology links and regulatory skill deficits; Central and peripheral process linkages governing affective and cognitive processes; Children's self regulation skills and academic achievement mutually reinforcing; Enhancing self regulation in promoting achievement; Executive function role in self regulation development; Parenting behaviors and children's biological capacity for self regulation; Regulation cybernetic process of adaptive homeostasis or allostasis; Self regulation interface of emotional and cognitive development; Self regulation within organizational perspective on development; Self regulation in young children and relation to early achievement in school

Indexed keywords

EID: 84855420131     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9781444318111.ch4     Document Type: Chapter

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