ArticleJournal of applied developmental psychology
The Joint Development of Self-Regulation and Expressive Language in Preschool Classrooms: Preliminary Evidence from a Low-Income Sample.
Article in Journal of applied developmental psychology. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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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.
- Prenatal Psychosocial Distress Interacting with Postnatal Maternal Sensitivity in Shaping Infant Observed Affect and RSA Profiles.Developmental psychobiology · 2026Article
- A qualitative research on emotion regulation processes and expressive language skills in kindergarten: a case study.Frontiers in psychology · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
Self-regulation and expressive language are theorized to develop in tandem, shaped by children's social interactions in context, including interactions with teachers and peers in the preschool classroom. In the present study, we examined reciprocal associations between two components of self-regulation (behavior regulation and emotion regulation) and two components of expressive language skills (expressive vocabulary and narrative language) across two time points during the preschool year. We also explored whether individual children's interactions with teachers and peers moderate these associations. Participants were 767 preschool children (49% female;
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Registered trials
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