Regulatory Contributors to Children's Kindergarten Achievement

By Robin B. Howse, S. Calkins, A. Anastopoulos, S. Keane, T. Shelton. 2003

332 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1877ac5272e267e0e3443e71a1cc59ec38422ba5

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In Clinical Psychology

In Education

Citations in the corpus

Implications of emotion regulation on young children’s emotional wellbeing and educational achievement (2016, background): “behind this assertion is that children who are predominantly in a negative mood and get easily frustrated throughout a day, may experience difficulties in focusing their attention on the learning task and completing it on time (Howse et al. 2003).”
Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement (2014, background): “Indeed, the development of strong working memory, attention, and inhibitory control skills is related to better math and literacy outcomes during preschool (Blair & Razza, 2007; McClelland et al., 2007) and kindergarten (Cameron Ponitz, McClelland, et al., 2009; Howse et al., 2003).”
Individual Differences in Preschoolers' Self-Regulation and Theory of Mind (2008, background): “Likewise, research has linked behavioral control to emotion regulation ( Howse, Calkins, Anastopoulos, Keane, & Shelton, 2003; Stifter, Spinrad, & Braungart, 1999) and to other measures of behavioral self-regulation (Kochanska et al., 1998).”
How Reading Books Fosters Language Development around the World (2012, background): “Preschool children with strong regulatory skills are better able to form positive relations with peers and teachers [37], display greater social competence in kindergarten [38], and have better achievement in kindergarten and beyond [39] relative to their peers with poorer regulatory skills.”
The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children (2010, background): “Moreover, kindergarten achievement test scores can be predicted by emotion regulation in preschool ( Howse et al. 2003 ).”