Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement

By Sara A. Schmitt, Megan E. Pratt, Megan M. McClelland. 2014

147 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ca379cb59b4d4f179dba6d9dcd6a284650a52b8c

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. Sara A. Schmitt
2. Robert J. Duncan
3. G. John Geldhof
4. David J. Purpura
5. Megan M. McClelland
6. F. Morrison
7. Shauna L. Tominey
8. S. Wanless

In Education

1. Sara A. Schmitt
2. Robert J. Duncan
3. G. John Geldhof
4. David J. Purpura
5. Megan M. McClelland
6. S. Wanless
7. Shauna L. Tominey
8. F. Morrison

Citations in the corpus

• Examining the Relations Between Executive Function, Math, and Literacy During the Transition to Kindergarten: A Multi-Analytic Approach (2017, background): “Also, consistent with prior research (McClelland et al., 2007; Schmitt et al., 2014), initial levels of EF and math were more highly correlated than EF and literacy.”
• Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, unknown): “4 39.0 (2.0) Task-based: DG BMI 16 Schmitt et al. (2014) 247 Cross-sectional United States Both (50”