Self‐regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures.

By Megan M. McClelland, Claire E. Cameron. 2012

619 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3e7f72a984c35dd920f042f1bb8d127ffea0058c

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Citations in the corpus

Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, background): “…improvements might generate more pronounced and lasting benefits to children (Wass, Scerif, & Johnson, 2012), while other research has focused on self-regulation in later childhood given that measures of self-regulation are typically more reliable at this age (McClelland & Cameron, 2012).”
Associations Between Low-Income Children's Fine Motor Skills in Preschool and Academic Performance in Second Grade (2013, background): “The link between self-regulation and academic performance has been well established in the literature (McClelland & Cameron, 2011).”
Handwriting in early childhood education: Current research and future implications (2015, neutral): “…2011; McClelland et al., 2000; Ponitz et al., 2009), and writing, particularly copying letters and symbols, may require that children either possess or exercise the components of self-regulation, including attentional ﬂexibility, impulse con-trol and working memory (McClelland and Cameron, 2012).”
Annual Research Review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology (2016, neutral): “I take SR and self-control together because they are used at times interchangeably (Kelley, Wagner, & Heatherton, 2015; McClelland & Cameron, 2012) to mean topdown control.”
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).”
Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children (2014, background): “Indeed, self-regulation is an important component of academic success, as it involves inhibition, working memory, and attention (McClelland & Cameron, 2012).”
Examining the Relations Between Executive Function, Math, and Literacy During the Transition to Kindergarten: A Multi-Analytic Approach (2017, methodology): “The HTKS was used to assess children’s cognitive flexibility, working memory, and inhibitory control through gross motor responses (McClelland & Cameron, 2012; McClelland et al., 2014).”
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement (2015, background): “As others have noted, this makes it extremely difficult to synthesize the literature in a meaningful way (Fuhs & Day, 2010; Garon, Bryson, & Smith, 2008; Jurado & Rosselli, 2007; McClelland & Cameron, 2012; Morrison & Grammer, in press).”
Growing Up With Assets and Risks: The Importance of Self-Regulation for Academic Achievement (2012, methodology): “We use the term self-regulation to refer to the integration of attentional flexibility, working memory, and inhibitory control (McClelland & Cameron, 2012).”
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention (2015, background): “This task taps the integration of working memory, attentional flexibility, and inhibitory control (McClelland et al., 2014; McClelland & Cameron, 2012).”
Path Analysis of Self-Regulation, Social Skills, Critical Thinking and Problem-Solving Ability on Social Studies Learning Outcomes (2021, neutral): “Self-regulation is a multidimensional cognitive and emotional construction skill (McClelland & Cameron, 2012; Schmitt et al., 2014).”
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement (2014, background): “The extended version of the Head-Toes-Knees-Shoulders (HTKS) task is a measure of behavioral self-regulation that requires cognitive flexibility, working memory, and inhibitory control (Cameron Ponitz, McClelland, Matthews, & Morrison, 2009; McClelland & Cameron, 2012).”
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement (2014, background): “…key components of self-regulation, behavioral self-regulation also involves integration of the individual executive functioning skills into a contextually appropriate overt response, and is therefore a broader concept than executive functioning (McClelland & Cameron, 2012; McClelland et al., 2007).”