Growing Up With Assets and Risks: The Importance of Self-Regulation for Academic Achievement

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Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, background): “3-5 4-6 Task-based: HTKS Academic achievement (math, literacy, vocabulary) 15 McClelland & Wanless (2012) 134 Longitudinal United States Both (47”
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention (2015, result): “…link between self-regulation and math (Bull, Espy, & Wiebe, 2008; Cameron Ponitz et al., 2009; McClelland et al., 2007), and self-regulation has been shown to be as strong of a predictor of math skills in children who are ELLs as it is for English-speaking children (McClelland & Wanless, 2012).”
Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement (2014, background): “Behavioral self-regulation has also emerged as a personal asset for achievement (McClelland & Wanless, 2012) and a compensatory factor for children experiencing demographic risk, such as homelessness and poverty (Obradovic, 2010; Sektnan, McClelland, Acock, & Morrison, 2010).”