Self-Regulation in Early Childhood: Nature and Nurture

By Martha B. Bronson. 2000

294 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/45374a7e9c34cbb9fb41458eec1bd9b6964b8bee

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

Citations in the corpus

Educational effects of the Tools of the Mind curriculum: A randomized trial (2008, background): “Self-regulation has been defined in a variety of ways, but self-regulatory capacity encompasses the ability to control one’s physical, emotional, and cognitive functioning (Bronson, 2000).”
The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school (2006, unknown): “…has examined executive skills, such as attention (Blair, 2002; NICHD Early Child Care Research Network [ECCRN] 2003); self-regulation (Blair, 2002; Bronson, 2000; Shonkoff & Phillips, 2000); behavioral selfregulation (Howse, Calkins, Anastopoulos, Keane, & Shelton, 2003; McClelland, Cameron,…”
Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation (2012, background): “Bronson (2000) presents an extensive review of the integrated nature of these social, motivational, prosocial and cognitive aspects of self-regulation.”
Developing Young Children's Self-Regulation through Everyday Experiences (2011, background): “A child who stops playing and begins cleaning up when asked or spontaneously shares a toy with a classmate, has regulated thoughts, emotions, and behavior (Bronson 2000).”
Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children (2003, background): “Bronson (2000) reviewed numerous dimensions of children's behavioral, emotional, and cogni tive self-regulation that are not addressed here and that may affect children's achievement-related behaviors in different behavioral contexts.”
Reciprocal relations between students' academic enjoyment, boredom, and achievement over time (2017, background): “Furthermore, as the sample included students from the final two years of primary schooling in England (Years 5 and 6) and selfregulatory abilities can develop during this time (Bronson, 2001), age was also included as a covariate.”
The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. (2009, background): “In 5- and 6-year-old children, many aspects of self-control are newly emerging, and young children are highly dependent on the external environment to help support their self-control, work habits, and engagement in learning (Bronson, 2000).”
The emergence of learning-related social skills in preschool children (2003, background): “Similarly, Bronson (Bronson, 1994, 1996, 2000; Bronson, Tivnan, & Seppanen, 1995) and colleagues have differentiated between social and mastery behaviors in preschool children.”
Perceived Control and the Development of Coping (2010, background): “Young children still rely on caregivers and adults in stressful situations, but with enough support they are often able to carry out eff ective actions on their own (Bronson, 2000 ).”