Temperament, Attention, and the Development of Self‐Regulation

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A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, methodology): “Temperament research suggests the attentional focusing and inhibitory control aspects of effortful control are particularly relevant for the development of behavioral regulation (Eisenberg, Smith, Sadovsky, & Spinrad, 2004; Kagan, 1989; Rothbart, Ahadi, Hersey, & Fisher, 2001; Rothbart & Jones, 1998”
Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade (2011, background): “Where children high in shyness are reticent and even fearful in the face of unfamiliarity, children who are low in shyness are likely to be comfortable with novel people and situations (Caspi and Silva, 1995; Kagan et al., 1992; Rothbart et al., 2006).”
Reactive and Regulative Temperament in Youths: Psychometric Evaluation of the Early Adolescent Temperament Questionnaire-Revised (2009, background): “In the past decade, the contours of this temperamental model have gradually crystallized (Rothbart 1989; Rothbart and Bates 1998, 2006; Rothbart et al. 1994, 2000, 2006), and not surprisingly this has led to the application of the model in various developmental contexts (e.g., Eisenberg et al.…”