ArticleCognitive development
Self-regulation as promotive for academic achievement in young children across risk contexts.
Article in Cognitive development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 13 citations in OpenAlex.
- PROTOCOL: Key characteristics of effective preschool-based interventions to promote self-regulation: A systematic review and meta-analysis.Campbell systematic reviews · 2024Article
- Validating the questionnaire of achievement of developmental task (QADT) to measure achieving mental wellness in school-aged children.International journal of clinical and health psychology : IJCHPArticle
Corrections and comments
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Authors and funding
6 authors at 3 institutions in 1 country.
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Abstract
The link between self-regulation and academic achievement in young children is well-documented. However, few studies have examined the extent to which different aspects of self-regulation are more important for early numeracy and literacy for those in contexts of high cumulative risk, such as children experiencing homelessness. In the current study, 116 children ages 4;0-7;1 years (58 residing in an emergency homeless shelter and 58 from a community participant pool) completed assessments of math and reading, as well as multiple measures of self-regulation: executive function (EF), emotion regulation (ER), and respiratory sinus arrhythmia (RSA). Parents completed a questionnaire about their children's behavioral regulation. We examined whether sample (i.e., shelter or community) moderated the association between each aspect of self-regulation and academic outcomes. Results showed a main effect of EF skills on early numeracy, and this relation did not differ across samples. Intervention efforts to promote academic competencies might specifically target EF in those who struggle with early EF skills regardless of risk context.
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