The development of effortful control

By M. Rothbart, M. R. Rueda. 2005

453 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/64794d7cec8143e8b30e7091158959cffc806d67

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Situational Strategies for Self-Control (2016, background): “For example, in developmental psychology, selfcontrol is commonly referred to as effortful control (Eisenberg, Smith, Sadovsky, & Spinrad, 2004; Rothbart & Rueda, 2005).”
Temperament in the Classroom (2012, unknown): “…to refer to individual differences in behaving, feeling, and thinking that are relatively stable across time and situation and reflect "the relatively enduring biological makeup of the organ ism, influenced over time by heredity, matu ration, and experience" (Rothbart & Rueda, 2005, p. 167).”
Effortful control, executive attention, and emotional regulation in 7–10-year-old children (2007, background): “As children develop, self-regulatory capacities increase for better modulation of reactive responses (Rothbart & Rueda, 2005).”
Self-Control in School-Age Children (2014, unknown): “…Sadovsky, & Spinrad, 2004; Freud, 1920; Fujita, 2011; Hofmann, Friese, & Strack, 2009; Milkman, Rogers, & Bazerman, 2008; W. Mischel et al., 1989; Rachlin, 2000; Rothbart & Rueda, 2005) but also with classical and contemporary philosophical work on the same topic (Aristotle, 1999; Frankfurt, 1971).”
Enhancing attention through training (2015, background): “There are correlations between the executive attention network and self control or self regulation in children and adults [49 ].”
Temperament, Attention, and the Development of Self‐Regulation (2008, background): “…have also been rated by their parents as having relatively higher levels of temperamental effortful control and lower levels of negative affect (Rothbart et al., 2003), and children at 30 months who performed well on the spatial conflict task also performed well on the eye movement conflict…”
Social Identity and Self-Regulation (2007, unknown): “Although infants differ (Bronson, 2000), there is a normative developmental process of improved control over reactivity, excitability, and arousal (Rothbart & Rueda, 2005).”
Contributions of Attentional Control to Socioemotional and Academic Development (2010, methodology): “Thus, the behavioral characteristics within the concept of EC constitute a major form of self-regulation (Rothbart, Ellis, & Posner, 2004; Rothbart & Rueda, 2005).”
A biosocial developmental model of borderline personality: Elaborating and extending Linehan's theory. (2009, background): “After nearly 50 years of research, the difficult child construct has been revised substantially; researchers have identified three broad dimensions of infant temperament: extraversion/surgency, negative affectivity, and effortful control (e.g., Rothbart & Rueda, 2005).”
Developing a model for adult temperament (2007, methodology): “However, extensive work in developmental psychology has linked eVortful control to children’s model task performance on tasks that assess the eYciency of the executive attention system (Rothbart & Rueda, 2005).”
Measurement of fine-grained aspects of toddler temperament: the early childhood behavior questionnaire. (2006, background): “Recent observational findings (e.g., Gerardi-Caulton, 2000; review by Rothbart & Rueda, 2005) converge in support of increasing capability for self-regulation and flexible allocation of attention during the third year of life.”