The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school

By Megan M. McClelland, A. Acock, F. Morrison. 2006

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View Paper: https://www.semanticscholar.org/paper/6a9429328728e910df32d589b15af4b31c3b72c9

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In Education

Citations in the corpus

Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement (2014, background): “…& Woodward, 2010; Cooper & Farran, 1991; Gioia, Isquith, Guy, & Kenworthy, 2000; Gresham & Elliott, 1990; Howse et al., 2003; Matthews, Cameron Ponitz, & Morrison, 2009; McClelland et al., 2006; McClelland, Morrison, & Holmes, 2000; Sektnan et al., 2010; Wanless, McClelland, Acock, et al., 2011).”
Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. (2013, neutral): “It should be emphasized, however, that previous research has suggested that behavioral self-regulation predicts academic achievement beyond the effects of intelligence (Blair & Razza, 2007; McClelland et al., 2000, 2006; Suchodoletz et al., 2009; Welsh, Nix, Blair, Bierman, & Nelson, 2010).”
Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators (2017, background): “…highlight effects on social competencies and emotion regulation which have both been shown to yield long-term positive interpersonal outcomes, as well as quality of emotional and behavioral adjustments, and even academic abilities (Burt et al. 2008; McClelland et al. 2006; Robinson et al. 2013).”
Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program (2008, background): “…the importance of promoting self-regulation and social competence in preschool programs as a means to foster the motivation, cooperation, and focused persistence needed for social and academic success in school (see also Denham & Burton, 2003; McClelland et al., 2006; Normandeau & Guay, 1998).”
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention (2015, background): “For example, children with strong self-regulation (measured by teacher report and direct assessments) in preschool and elementary school also score higher on measures of achievement (Cameron Ponitz et al., 2009; McClelland et al., 2006; McClelland, Morrison, & Holmes; 2000).”