Prediction of Kindergartners' Academic Achievement from Their Effortful Control and Emotionality: Evidence for Direct and Moderated Relations.

By Carlos Valiente, Kathryn Lemery-Chalfant, Jodi Swanson. 2010

170 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/98823717ad66eaae2e63fa1d5da7afb64db0cca2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. A. K. Edossa
2. Cordula Artelt
3. Ulrich Schroeders
4. S. Weinert
5. E. P. Shulman
6. Angela L. Duckworth
7. Ju Seong Lee

In Developmental and Educational Psychology

1. Cordula Artelt
2. Ulrich Schroeders
3. S. Weinert
4. Angela L. Duckworth

In Education

1. A. K. Edossa
2. Cordula Artelt
3. Ulrich Schroeders
4. S. Weinert
5. Angela L. Duckworth

Citations in the corpus

• The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood (2018, background): “In addition, behavioral regulation might play a moderating role in this relationship (Valiente et al., 2010).”
• The grit effect: predicting retention in the military, the workplace, school and marriage (2013, background): “…and other related constructs (e.g., self-control, low impulsivity, discipline) demonstrate positive associations with achievement (Valiente et al., 2008, 2010; Poropat, 2009) and negative associations with high school and college dropout (Kelly and Veldman, 1964; Robbins et al.,…”