From early attachment to engagement with learning in school: The role of self-regulation and persistence

Developmental Psychology

Volumn 50, Issue 5, 2014, Pages 1350-1361

  Drake, Kim ^a   Belsky, Jay ^b,c,d   Pasco Fearon, R M ^e  

^a UNIVERSITY OF WEST LONDON   (United Kingdom)

^b UNIVERSITY OF CALIFORNIA   (United States)

^c KING ABDULAZIZ UNIVERSITY   (Saudi Arabia)

^d UNIVERSITY OF LONDON   (United Kingdom)

^e UNIVERSITY COLLEGE LONDON   (United Kingdom)

Author keywords

Attachment; Conscientiousness; Learning; School; Self regulation

Indexed keywords

ADOLESCENT; ATTENTION; CHILD; CHILD BEHAVIOR; CHILD DEVELOPMENT; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; HUMAN; IMPULSIVENESS; INDIVIDUALITY; INFANT; LONGITUDINAL STUDY; MOTHER CHILD RELATION; MOTIVATION; PERSONALITY; PRESCHOOL CHILD; PSYCHOLOGY;

ADOLESCENT; ATTENTION; CHILD; CHILD BEHAVIOR; CHILD DEVELOPMENT; CHILD, PRESCHOOL; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; HUMANS; IMPULSIVE BEHAVIOR; INDIVIDUALITY; INFANT; LONGITUDINAL STUDIES; MOTHER-CHILD RELATIONS; MOTIVATION; PERSONALITY;

EID: 84907550995     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0032779     Document Type: Article

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