Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure

By Clancy Blair, A. Diamond. Development and Psychopathology, 2008

1,168 citations recorded by the source corpus.

Abstract This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e383b836c0d68c785864a3fb5bb8b40dfda00910

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

A 30‐Minute Physical Education Program Improves Students' Executive Attention (2009, positive): “Self-regulation that supports positive and suppresses disruptive emotions (Blair & Diamond, 2008) is an important key to success in life (Baumeister & Vohs, 2004), and successful goal-directed and self-regulated behavior enables students to put their knowledge to appropriate use (Newhall, 2007).”
Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes (2015, neutral): “, Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program.”
Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability (2019, positive): “…spur interest in interventions aimed at increasing aspects of self-regulation (Eskreis-Winkler et al., 2016; Oettingen, 2014; Yeager et al., 2014), not only in adolescence (Dahl, Allen, Wilbrecht, & Suleiman, 2018; Yeager, Dahl, & Dweck, 2018) but also earlier in life (Blair & Diamond, 2008).”
Universal Screening for Behavioral and Emotional Risk: A Promising Method for Reducing Disproportionate Placement in Special Education (2012, neutral): “Early intervention and prevention programs have been linked to positive school outcomes such as high school completion, promoting increased well-being, and enhanced resilience (Blair & Diamond, 2008; Greenberg, Domitrovich, & Bumbarger, 2000). Blair and Diamond (2008), for example, found that interv”
Executive Functions (2012, neutral): “EF researchers have addressed emotions primarily as problems to be inhibited; self-regulation researchers also embrace the importance of motivation and interest as helpful emotional responses for achieving one’s goals (Blair & Diamond 2008).”
Growing Up With Assets and Risks: The Importance of Self-Regulation for Academic Achievement (2012, positive): “Together, these processes are important for learning and long-term academic success (McClelland et al., in press) and experience rapid development during the preschool years (Blair & Diamond, 2008; Garon et al., 2008).”
The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families (2010, neutral): “Attention control includes the capacity to focus and flexibly shift attention, as well as to ignore irrelevant stimuli and inhibit prepotent responding to stimuli, in order to respond to task demands (Blair & Diamond, 2008).”
Mindfulness and Teachers’ Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience (2016, neutral): “…enhance executive functioning and monitoring (Tang & Posner, 2009), which is Mindfulness and Teachers’ Everyday Resilience 20 central to action regulation more generally, but would be especially important under stressful conditions when executive capacities are taxed (e.g., Blair & Diamond, 2008).”
The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood (2018, neutral): “From a neurobiological perspective (Blair, 2002; Blair & Diamond, 2008), a reciprocal effect is created based on the neural interconnectivity between the different brain areas associated with emotional (the amygdala in the limbic system) and behavioral (prefrontal cortex) regulation.”
Working Memory Training for Children with Attention Problems or Hyperactivity: A School-Based Pilot Study (2010, neutral): “This model is consistent with the perspectives of others, in that the observable inattention and hyperactivity–impulsivity encountered in children with ADHD can be conceptualized as relative failures of behavioral regulation, often referred to as self-regulation, that have equally important implicat”
Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment (2010, positive): “In addition to associations between self-regulation and fewer adjustment problems, self-regulation is associated with school readiness and overall social competence (for reviews, see Blair & Diamond 2008, Eisenberg et al. 2009d).”