Neurocognitive and Temperamental Systems of Self‐Regulation and Early Adolescents’ Social and Academic Outcomes

By Purificación Checa, Rosa Rodríguez-Bailón, M. R. Rueda. 2008

117 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/2763b209ef9e623fad1e88d44a0cf54aa385ca5a

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. M. R. Rueda
2. M. Rothbart
3. Purificación Checa
4. Michael I. Posner
5. P. Muris
6. C. Meesters
7. Angela L. Duckworth
8. M. Gartstein

In Education

1. M. R. Rueda
2. Purificación Checa
3. M. Rothbart
4. S. Putnam
5. P. Muris
6. C. Meesters
7. M. Gartstein
8. Elizabeth Peña

In Psychiatry and Mental health

1. Purificación Checa
2. M. R. Rueda
3. M. Rothbart

Citations in the corpus

• Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, unknown): “11-13 15.9 (0.8) Parent-report: BPI Substance use (various) 16 Checa et al. (2008) 69 Cross-sectional Spain Both (49”
• Contributions of Attentional Control to Socioemotional and Academic Development (2010, background): “Both academic achievement and schooling skills are important for school success, such as rule following, tolerating frustration, and understanding the role of the students in the classroom, were influenced by EC (Checa et al., 2008).”