Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children

By Robin B. Howse, G. Lange, Dale Farran, C. Boyles. 2003

335 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2e6f9f49bbd93d83b52f4f4f23690cead69071e9

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Citations in the corpus

Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “These include attention and self-regulation (Howse et al., 2003; Posner and Rothbart, 2000; Raver et al., 2005), self-discipline, perseverance and motivation (Duckworth et al.”
The Effects of Socio-Economic Status on Infant Attention. (2013, background): “Indeed, in kindergarten, economically at-risk children show deficiencies not only in the attainment of attentional states but also in the maintenance of attention (Howse et al., 2003).”
Touch your toes! Developing a direct measure of behavioral regulation in early childhood (2008, methodology): “…have been established in a steadily emerging area of inquiry, including executive function, executive control, learning-related skills, emotion regulation, and behavioral regulation (Eisenberg & Spinrad, 2004; Howse et al., 2003a; McClelland & Morrison, 2003; Pintrich, 2000; Rueda et al., 2004).”
African Americans and Boys : Understanding the Literacy Gap, Tracing Academic Trajectories, and Evaluating the Role of Learning-Related Skills. (2010, background): “, 2007; Matthews, Ponitz, & Morrison, 2009; McClelland, Acock, & Morrison, 2006), while also helping to construct a foundation for successful classroom functioning, behavior, and opportunities necessary for optimal academic performance (Howse et al., 2003).”
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007, background): “The links between behavioral engagement and achievement are well-established among children of elementary school age (e.g., Brophy & Good, 1986; Howse, Lange, Farran, & Boyles, 2002 ) and work considering the relative contribution of behavioral engagement finds that models considering engagement as”
Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool (2011, background): “In particular, children who have difficulty with the behavioral aspects of self-regulation may not have the skills necessary to benefit from classroom learning environments (Howse, Lange, Farran, & Boyles, 2003 ; McClelland, Morrison, & Holmes, 2000 ).”
Preliminary Construct and Concurrent Validity of the Preschool Self-Regulation Assessment (PSRA) for Field-Based Research. (2007, result): “replicates previous findings on the associations between self-regulation and student success (Blair, 2002; Gumora & Arsenio, 2002; Howse et al., 2003; Raver, 2002).”