Original paper
Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades.
Abstract
The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of...
Paper Details
Title
Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades.
Published Date
Apr 1, 2015
Journal
Volume
51
Issue
4
Pages
459 - 472
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Notes
History