A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes.

By C. Ponitz, Megan M. McClelland, J. Matthews, F. Morrison. Developmental Psychology, 2009

955 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/61acb3f0c336708b072d9187181805e86426a030

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In Clinical Psychology

In Developmental and Educational Psychology

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Citations in the corpus

Handwriting in early childhood education: Current research and future implications (2015, positive): “…Blair and Razza, 2007; Bodrova and Leong, 2007, 2008; Davidson et al., 2006; Diamond et al., 2007; Diamond and Lee, 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…”
Personality Psychology and Economics (2011, neutral): “meta-analysis in Poropat (2009), presumably because norms for variance in representative samples are generally”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, background): “The HSKT task (Ponitz et al. 2009) assesses children’s behavioral regulation using a structured observation in which children are required to perform the opposite of a dominant response (i.”
Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children (2014, background): “Across both academic outcomes, children who performed better on self-regulation as measured by the HTKS had higher achievement (Cameron Ponitz et al., 2009).”
CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism. (2011, background): “Across these global and more fine-grained approaches, preliminary evidence suggests that young children’s self-regulatory skills predict a substantial proportion of variance in concurrent assessments of academic performance, and significant (though smaller) proportions of variance in their acquisiti”
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland (2014, methodology): “Direct Observational Assessment of Behavioral Self-Regulation The HTKS task was used as a direct observational measure of each child’s behavioral self-regulation in all samples (Cameron Ponitz et al., 2008, 2009; McClelland et al., 2007).”
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, methodology): “…a control-based definition of self-regulation have adopted 67 different measures, with the most common being the ‘headtoes-knees-shoulders’ task (Ponitz et al., 2009), subscales of the child behavior questionnaire (Putnam & Rothbart, 2006) and early adolescence temperament questionnaire…”
Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool (2011, methodology): “The intent of the intervention games was to help students practice the integration of attention, working memory, and inhibitory control, skills that have been found to predict academic outcomes in preschool and kindergarten, including letter-word identification (McClelland et al., 2007; Ponitz et al”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “As already discussed, the Head Toes Knees Shoulders Task (HTKS) is a direct assessment that provides a measure of children’s abilities to inhibit dominant responses while simultaneously attending to the directions of the task and remembering previous relevant instructions (Ponitz et al., 2009).”