Self-Regulation and the Income-Achievement Gap.

By G. W. Evans, J. Rosenbaum. 2008

303 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7c5ea4bd28ef7807fa673ab62ec03c6099b146db

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In Education

Citations in the corpus

Promise and Paradox (2016, background): “the academic achievement gap separating wealthy from disadvantaged students (Evans and Rosenbaum, 2008).”
A Meta-Analysis of the Convergent Validity of Self-Control Measures (2011, unknown): “Performance in delay tasks has been shown to predict academic achievement (Mischel et al., 1989; Evans & Rosenbaum, 2008), drug use (Kirby, Petry, & Bickel, 1999), and aggressive and delinquent behavior (Krueger, Caspi, Moffitt, White, & Stouthamer-Loeber, 1996).”
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, background): “7.5 (1.2) 13.4 (1.2) Parent and teacher report: CBQ Externalizing problems 19 Evans & Rosenbaum (2008) S1: 97 S2: 774 Longitudinal United States Both (51”
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention (2015, background): “…on Self-Regulation Development Demographic risk, such as poverty, can have negative consequences for a range of developmental outcomes (Duncan & Magnuson, 2005; Evans & Rosenbaum, 2008; Komro et al., 2011; McClelland et al., 2000; Mistry et al., 2010; Sektnan, McClelland, Acock, & Morrison, 2010).”
Growing Up With Assets and Risks: The Importance of Self-Regulation for Academic Achievement (2012, background): “Research also finds that children from low-income families have significantly lower selfregulation and academic achievement than their more advantaged peers (Evans & Rosenbaum, 2008; Sektnan et al., 2010).”
Measuring Socioeconomic Background in PISA: One Size Might not Fit all (2013, background): “In education, the existence of achievement gaps attributable to socioeconomic differences is well established (White, 1982; Sirin, 2005; Evans & Rosenbaum, 2008).”
The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten (2011, background): “Recent studies suggest that children from low-income families are also significantly more likely to have lower behavioral regulation in prekindergarten and kindergarten than their peers (Evans & Rosenbaum, 2008 ; Mezzacappa, 2004 ; Mistry, Benner, Biesanz, & Clark, in press; Sektnan, McClelland, A”
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement (2014, background): “…(ELL) status, child gender, and child age as covariates, as these factors are shown to significantly relate to early academic outcomes, behavioral SR, and EF (Evans & Rosenbaum, 2008; Matthews, Cameron Ponitz, & Morrison, 2009; McClelland et al., 2007; Wanless, McClelland, Tominey, & Acock, 2011).”
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors (2016, background): “…for children who are at risk to learn about the natural and social sciences as well as about emergent literacy and numeracy, and to acquire attention and other self-regulatory behaviors, may need to be delivered prior to or immediately following school entry (Evans & Rosenbaum, 2008; Sylva, 2014).”