Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland

By Steinunn Gestsdottir, Antje von Suchodoletz, S. Wanless, Blandine Hubert, Philippe Guimard, Freyja Birgisdóttir, Catherine Gunzenhauser, Megan M. McClelland. 2014

138 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/578ac080b3ab0eca12fafb1cde5db3b7638009f9

How researchers see this paper

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

In Clinical Psychology

1. A. K. Edossa
2. Cordula Artelt
3. Ulrich Schroeders
4. Renato Gil Gomes Carvalho
5. S. Weinert

In Education

1. A. K. Edossa
2. Cordula Artelt
3. Ulrich Schroeders
4. Renato Gil Gomes Carvalho
5. S. Weinert

Citations in the corpus

• Gender differences in academic achievement: The mediating role of personality (2016, background): “In fact, increasing evidence has shown that one of the hypotheses for boys being at greater risk for academic achievement difficulties involves gender differences in the sphere of behavioral self-regulation (Gestsdottir et al., 2014).”
• The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood (2018, background): “The effect of the early development of self-regulation on the later academic achievement of children is well documented (Gestsdottir et al., 2014; McClelland et al., 2007).”
• Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, unknown): “S2: 6.5 (0.5) - S2: Task-based: DG Academic achievement (math) 17 Gestsdottir et al. (2014) 260 Longitudinal France, Germany, Iceland Both (57”