CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism.

By C. Raver, Stephanie M. Jones, C. Li-Grining, F. Zhai, K. Bub, Emily Pressler, Mark T. Greenberg, Clancy Blair, J. Fantuzzo, Anthony Raden and 2 more. Child Development, 2011

781 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/303174d783ec1e1d8117e148c7141a5fd01c8ef6

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Citations in the corpus

Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention (2015, background): “…intervention focused on training teachers to use specific classroom strategies (e.g., effective classroom management) and utilize mental health consultants, has shown promise in promoting self-regulation skills and academic achievement in children from low-income families (Raver et al., 2011).”
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “Programs that include stimulation of EFs and also pay attention to the classroom contexts have indeed shown better transfer effects (e.g., Bierman, Nix, Greenberg, Blair, & Domitrovich, 2008; Raver et al., 2011).”
Self-Regulation and School Success (2013, background): “…support and training in classroom management had students who were better self-regulated and, in turn, had higher performance on academic outcomes (Raver et al., 2011 ). h erefore, interventions and professional development opportunities that help teachers create positive classroom environments…”
Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories. (2014, background): “Current interventions for young children, such as Tools of the Mind (Barnett et al., 2008) and the Chicago School Readiness Project (CSRP; Raver et al., 2011), which were created to improve executive functions and self-regulation, provide some preliminary evidence on the potential value of efforts…”
Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study. (2015, background): “40 standard deviation or more report positive effects — some of which are quite large — on children’s language, literacy, executive function, and other socio-emotional skills (Bierman et al., 2008; Raver et al., 2008; Raver et al., 2009; Raver et al., 2011).”
Activities and Programs That Improve Children’s Executive Functions (2012, background): “Because EFs predict school readiness (Blair & Razza, 2007), later academic performance (Raver et al., 2011; Li-Grining, Raver, & Pess, 2011), and mental and physical health (Moffitt et al., 2011), if the early disparity in EFs is narrowed, the disparity in school readiness and academic and health…”
Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. (2013, methodology): “…between behavioral self-regulation and academic outcomes, for example, have been substantiated by research with culturally diverse samples (e.g., Raver et al., 2011; Rimm-Kaufman & Wanless, in press; Smith-Donald, Raver, Hayes, & Richardson, 2007; Trommsdorff, 2009; Wanless, McClelland, Acock,…”
Executive Functions (2012, positive): “EF gains from training in task switching (Karbach & Kray 2009), traditional martial arts (Lakes & Hoyt 2004) and school curricula (Raver et al. 2011, Riggs et al. 2006) have been wider, perhaps because the programs address EFs more globally.”
Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes (2015, background): “Not surprisingly, several major studies examining the effects of either self-control interventions or age-related changes in self-control have used performance tasks to do so (Bierman, Nix, Greenberg, Blair, & Domitrovich, 2008; Blair & Raver, 2014; Diamond & Lee, 2011; Raver et al., 2011).”
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland (2014, positive): “The results of recent intervention studies are promising, as they provide preliminary evidence that behavioral self-regulation is amenable to change (e.g., Raver et al., 2011; Tominey & McClelland, 2011).”