The role of emotion regulation in children's early academic success.

By P. Graziano, R. Reavis, S. Keane, S. Calkins. 2007

997 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/798510c8e4a3309c0751eeff0a866e8d84fcdafc

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In Clinical Psychology

In Education

Citations in the corpus

One Step at a Time (2018, positive): “Studies indicate that, at this age, the barriers between domains are not rigid and that increasing the effect of one domain can improve performance on another (Butterworth 2005; Graziano et al. 2007; Sarama et al. 2012; Morris et al. 2013).”
ADHD symptoms and the teacher–student relationship: a systematic literature review (2019, background): “This is quite surprising because the research areas of ADHD and STR are both well-researched separately (e.g., Bussing and Mehta 2013; Camp 2011; Graziano et al. 2007; Hattie 2009; Murray 2002; Nurmi 2012; O’Connor, Dearing, and Collins 2011; Pianta 1999; Sherman, Rasmussen, and Baydala 2008;…”
Advancing the Science and Practice of Social and Emotional Learning (2016, background): “Many teachers lack prior training in SEL and require PD on SEL in general as well as on the program core components specifically (DeGaston, Jensen, Weed, & Tanas, 1994; Greenberg et al., 2003). In their discussion of factors that influence the outcomes of school-based social skills training programs”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, neutral): “…2013 199 p – – .13 .15 .40 – Garcia–Reid et al. 2005 226 s .35 – – – – – Garner & Waajid 2008 74 p – – .31 −.25 −.11 – Gehlbach et al. 2012 119 s .23 −.12 .25 −.15 −.47 .16 Glozah & Pevalin 2014 770 s – – .07 – – – Gorman et al. 2002 351 s – – .65 – – – Gosse et al. 2014 360 p – – .19 −.05 −.28…”
Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators (2017, background): “…interventions as emotion regulation has been related to individual well-being, social competencies, and academic achievement in kindergarten (Graziano et al. 2007), middle school (Gumora and Arsenio 2002), and university students (MacCann et al. 2011), even when controlling for IQ and…”
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, background): “Emotional regulation is positively associated with academic success in kindergarten (Graziano et al. 2007), middle school (Gumora and Arsenio 2002) and university students (MacCann et al. 2011), even when controlling for IQ and cognition-related abilities.”
The Relationship Between Emotion Knowledge, Emotion Regulation and Adjustment in Preschoolers: A Mediation Model (2016, positive): “…well-regulated children show several aspect of adequate social functioning, including social competence, popularity with peers and teachers, empathy, sympathy and academic success (Denham et al. 2013; Eisenberg and Sulik 2012; Graziano et al. 2007; Herndon et al. 2013; Stifter and Dollar 2012).”
Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement (2013, positive): “, 2007), social competence (Ladd, Birch, & Buhs, 1999), attention (Fergusson & Horwood, 1995), emotional regulation (Graziano et al., 2007), and physical health/motor skill development (Bart, Hajami, & Bar-Haim, 2007).”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “…success through eighth grade, even when controlling gender, ethnicity, cognitive ability, and behavior ratings (see Pianta, Nimetz, & Bennett, 1997; Graziano et al., 2007; and Pianta & Stuhlman, 2004, for similar results, also including closeness of the student–teacher relationship, with…”