Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland.

By Antje von Suchodoletz, Steinunn Gestsdottir, S. Wanless, Megan M. McClelland, Freyja Birgisdóttir, Catherine Gunzenhauser, H. Ragnarsdóttir. 2013

163 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/09e5da3a1bbe6e9b3ec2e83d1d2a5d9d977873ce

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Megan M. McClelland
2. S. Wanless
3. A. Acock
4. Sara A. Schmitt
5. Shauna L. Tominey
6. Robert J. Duncan
7. Steinunn Gestsdottir
8. Derek R. Becker

In Education

1. Megan M. McClelland
2. Sara A. Schmitt
3. S. Wanless
4. Shauna L. Tominey
5. A. Acock
6. Robert J. Duncan
7. Steinunn Gestsdottir
8. Antje von Suchodoletz

Citations in the corpus

• Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention (2015, background): “…high inter-rater reliability (κ > .90) and validity of the HTKS in assessing children’s behavioral self-regulation with economically and culturally diverse samples (McClelland et al., 2007; McClelland et al., 2014; von Suchodoletz et al., 2013; Wanless, McClelland, Acock, Chen et al., 2011).”
• How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children (2017, background): “This task is reliable and significantly correlates with literacy and mathematics levels of preschoolers and early elementary students (e.g. McClelland & Cameron, 2012; Ponitz et al., 2008, 2009; von Suchodoletz et al., 2013).”
• Relationship Between Screen Time and Chinese Children’s Cognitive and Social Development (2020, background): “…high interrater reliability and validity for this measure in assessing children’s behavioral self-regulation with culturally diverse samples (McClelland et al., 2007; von Suchodoletz et al., 2013; Wanless, McClelland, Acock, Chen, & Chen, 2011; Wanless, McClelland, Tominey, & Acock, 2011).”
• Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement (2014, background): “…to be reliable and valid in different cultures, and to be significantly predictive of academic achievement (Cameron Ponitz et al., 2009; McClelland et al., 2007; von Suchodoletz et al., 2013; Wanless, McClelland, Acock, Cameron Ponitz, et al., 2011; Wanless, McClelland, Acock, Chen, & Chen, 2011).”
• Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland (2014, background): “In recent research, scores on the HTKS have shown reliability and validity with preschoolers and early elementary students (e.g., Cameron Ponitz et al., 2008; 2009; McClelland et al., 2007; Suchodoletz et al., 2013; Wanless, McClelland, et al., 2011).”