Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades

Developmental Psychology

Volumn 51, Issue 4, 2015, Pages 459-472

  Blair, Clancy ^a   Ursache, Alexandra ^a   Greenberg, Mark ^b   Vernon Feagans, Lynne ^c  

^a NEW YORK UNIVERSITY   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

Academic achievement; Child development; Executive functions; Mathematics; Self regulation

Indexed keywords

ATTENTION; CHILD; EDUCATION; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FEMALE; HUMAN; LEARNING; LINGUISTICS; LONGITUDINAL STUDY; MALE; MATHEMATICS; MENTAL STRESS; MINORITY GROUP; POVERTY; PRESCHOOL CHILD; PSYCHOLOGY; SOCIAL CONTROL; UNITED STATES;

ATTENTION; CHILD; CHILD, PRESCHOOL; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FEMALE; HUMANS; LEARNING; LONGITUDINAL STUDIES; MALE; MATHEMATICS; MINORITY GROUPS; NORTH CAROLINA; PENNSYLVANIA; POVERTY; SOCIAL CONTROL, INFORMAL; STRESS, PSYCHOLOGICAL; VOCABULARY;

EID: 84926407279     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0038813     Document Type: Article

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