The roles of emotion regulation and emotion knowledge for children's academic readiness: Are the links causal?
By C. Raver, P. Garner, Radiah Smith-Donald. 2007
166 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/3fdbe0fbf70dd0ad9ef4b1b78755878bfee934dc
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- S. Denham
- Jason T. Downer
- H. Bassett
- Chavaughn Brown
- Natalie L. Bohlmann
- Mark T. Greenberg
- J. Fantuzzo
- Clancy Blair
Citations in the corpus
- Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills (2016, background): “Consistent with research suggesting that children with limited self-regulation have fewer opportunities to engage in the process of learning with classroom tasks and activities (Blair, 2002; Fantuzzo et al., 2007; Raver et al., 2007), we found that children who demonstrated higher levels of self-reg”
- Arts Enrichment and Preschool Emotions for Low-Income Children at Risk. (2013, background): “Compelling evidence links preschool emotions and emotion competence to elementary school academic achievement (Graziano et al., 2007; Raver et al., 2007; Trentacosta & Izard, 2007).”
- CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism. (2011, background): “Converging lines of inquiry from social developmental and neurobehavioral literatures suggest that children enter schools with distinct profiles of emotional and behavioral regulation that appear to facilitate or hinder their engagement with other learners, teachers, and the process of learning (Bla”
- Effortful Control, Executive Functions, and Education: Bringing Self‐Regulatory and Social‐Emotional Competencies to the Table (2012, background): “School readiness, or ‘‘the state of child competencies at the time of school entry that are important for later success’’ (Snow, 2006, p. 9), includes preacademic and social-emotional competencies (Bierman et al., 2008; Blair, 2002; Denham, 2006; Ladd, Herald, & Kochel, 2006; Raver et al., 2007).”
- “I Know How You Feel”: Preschoolers’ emotion knowledge contributes to early school success (2015, background): “Inability to interpret emotions can make classrooms confusing, overwhelming places (Raver et al., 2007).”