Effortful Control, Executive Functions, and Education: Bringing Self‐Regulatory and Social‐Emotional Competencies to the Table

By Jeffrey Liew. 2012

419 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/940440a130e221f8aa0ca3761e8728dccebfe184

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Parenting Influences on Executive Function in Early Childhood: A Review (2014, background): “Such evidence may help us understand the contributions of parenting to the distinct versus overlapping processes that underpin EF and effortful control, and inform a unified theoretical framework to encompass both constructs (Liew, 2012; Zhou, Chen, & Main, 2012).”
Executive functioning predicts academic achievement in middle school: A four-year longitudinal study (2016, background): “Although related to effortful-control (Liew, 2012), working memory (Lehto, Juujarvi, Kooistra, & Pulkkinen, 2003), and self-regulated learning (Garner, 2009), EF is at least partially independent from intelligence.”
Parental Autonomy Support Predicts Academic Achievement Through Emotion-Related Self-Regulation and Adaptive Skills in Chinese American Adolescents (2014, background): “The voluntary and “top-down” aspects of emotion regulation include capacities such as effortful control and executive functioning (Blair & Raver, 2012; Liew, 2012; Zhou, Chen, & Main, 2012).”
Executive Functions (2012, neutral): “DIFFERENCES AND SIMILARITIES BETWEEN EXECUTIVE FUNCTIONS AND RELATED TERMS Self-regulation refers to processes that enable us to maintain optimal levels of emotional, motivational, and cognitive arousal (Eisenberg et al. 2007, Liew 2011).”
Teacher–Child Interactions in Infant/Toddler Child Care and Socioemotional Development (2015, background): “In addition, testing of teacher–child interactions as moderators of the associations between self-regulatory difficulties and school readiness has only been carried out in preschool and elementary school research (Liew, 2012; Liew et al., 2010).”
Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement (2017, background): “ARTICLE HISTORY Received 8 december 2014 accepted 10 March 2016 KEYWORDS Behavioural and emotional strengths; student–teacher relationships; academic achievement; longitudinal modelling; cross-lagged model © 2016 informa uK limited, trading as taylor & Francis group CONTACT Erkko t. sointu erkko.soi”
Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review (2021, background): “In essence, self-regulation skills imply regulation of attention and behavior to meet the demands of a situation (Liew, 2011).”
Growing Up With Assets and Risks: The Importance of Self-Regulation for Academic Achievement (2012, background): “…self-regulation, and behavioral regulation stem from the field of human development (Gestsdóttir & Lerner, 2007; McClelland et al., 2006; McClelland et al., 2007); and effortful control is based in the temperament literature (Allan & Lonigan, 2011; Eisenberg, Valiente, & Eggum, 2010; Liew, 2012).”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “Self-regulation from a behavioral/temperamentbased approach refers to the ability to voluntarily inhibit some behaviors, activate others, and focus or shift attention as needed (Blair & Razza, 2007; Kochanska, Murray, & Coy, 1997; Liew, 2012; Smith-Donald, Raver, Hayes, & Richardson, 2007).”