Socioeconomic Status and the Adjustment to School: The Role of Self-Regulation During Early Childhood

By R. Miech, Marilyn J. Essex, H. Goldsmith. 2001

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Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “Children from socially disadvantaged groups are more likely to have difficulties with attention and externalising behaviour (Entwisle et al., 2005; Miech et al., 2001).”
School readiness and later achievement. (2007, background): “These groups also have higher rates of problems with attention and externalizing behavior (Entwisle et al., 2005; Miech, Essex, & Goldsmith, 2001; Raver, 2004).”
Childhood Emotional and Behavioral Problems and Educational Attainment (2004, background): “…is attributable to other psychological characteristics that are associated with emotional and behavioral problems, such as lack of impulse control, inability to persist in problem-solving, and planful competence (Caspi et al. 1998; Clausen 1991; Miech et al. 2001; Shanahan, Hofer, and Miech 2003).”
Personality development: stability and change. (2005, background): “Predictive associations between temperament and personality traits and achievement are apparent already early in life, at the time that children first enroll in school (Miech et al. 2001).”