The Role of Emotion Regulation and Children's Early Academic Success
about
Behavioral Exchanges between Teachers and Children Over the Course of a Typical Preschool Day: Testing Bidirectional Associations.Understanding how children's engagement and teachers' interactions combine to predict school readinessFamily Functioning and Externalizing Behaviour among Low-income Children: Self-regulation as a Mediator.Prediction of toddlers' expressive language from maternal sensitivity and toddlers' anger expressions: a developmental perspectiveCollateral benefits of the Family Check-Up on early childhood school readiness: indirect effects of parents' positive behavior support.Population-level associations between preschool vulnerability and grade-four basic skills.Interoception and Autonomic Correlates during Social Interactions. Implications for AnorexiaMetacognitive emotion regulation: children's awareness that changing thoughts and goals can alleviate negative emotions.Early elementary school adjustment of maltreated children in foster care: the roles of inhibitory control and caregiver involvementAn integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship qualityModerate vagal withdrawal in 3.5-year-old children is associated with optimal performance on executive function tasks.Self-Regulation and School ReadinessRisk factors for learning-related behavior problems at 24 months of age: population-based estimates.Developmental changes in anger expression and attention focus: learning to wait.Sustained Attention Development during the Toddlerhood to Preschool Period: Associations with Toddlers' Emotion Regulation Strategies and Maternal BehaviorMental health predicts better academic outcomes: a longitudinal study of elementary school students in Chile.Associations between respiratory sinus arrhythmia reactivity and internalizing and externalizing symptoms are emotion specific.Differentiating Processes of Control and Understanding in the Early Development of Emotion and CognitionSocial-Emotional Learning Profiles of Preschoolers' Early School Success: A Person-Centered Approach.Dimensions of Parenting Associated with Child Prekindergarten Emotion Regulation and Attention Control in Low-income Families.Neural Rhythms of Change: Long-Term Improvement after Successful Treatment in Children with Disruptive Behavior ProblemsChildren's Effortful Control and Academic Achievement: Mediation Through Social Functioning.Parent emotional expressiveness and children's self-regulation: associations with abused children's school functioning.Emotion Regulation Difficulties in Boys with Oppositional Defiant Disorder/Conduct Disorder and the Relation with Comorbid Autism Traits and Attention Deficit Traits.How do different components of Effortful Control contribute to children's mathematics achievement?Evidence-based intervention for young children born premature: preliminary evidence for associated changes in physiological regulation.Long-term impact of childhood malaria infection on school performance among school children in a malaria endemic area along the Thai-Myanmar borderThe Chicago Parent Program: comparing 1-year outcomes for African American and Latino parents of young childrenViolent relationships at the social-ecological level: A multi-mediation model to predict adolescent victimization by peers, bullying and depression in early and late adolescence.An fMRI Pilot Study of Cognitive Reappraisal in Children: Divergent Effects on Brain and Behavior.Attachment status and mother-preschooler parasympathetic response to the strange situation procedureComputerizing Social-Emotional Assessment for School Readiness: First Steps toward an Assessment Battery for Early Childhood SettingsRelations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes.Longitudinal relations among language skills, anger expression, and regulatory strategies in early childhoodThe impact of mindfulness education on elementary school students: Evaluation of the Master Mind Program.Contingencies in Mother-Child Teaching Interactions and Behavior Regulation and Dysregulation in Early Childhood.Decreasing Risk Factors for Later Alcohol Use and Antisocial Behaviors in Children in Foster Care by Increasing Early Promotive FactorsCSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanismFamily stress moderates relations between physiological and behavioral synchrony and child self-regulation in mother-preschooler dyads.Unique Contributions of Fathering to Emerging Self Regulation in Low-Income Ethnic Minority Preschoolers.
P2860
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P2860
The Role of Emotion Regulation and Children's Early Academic Success
description
2007 nî lūn-bûn
@nan
2007 թուականի Փետրուարին հրատարակուած գիտական յօդուած
@hyw
2007 թվականի փետրվարին հրատարակված գիտական հոդված
@hy
2007年の論文
@ja
2007年論文
@yue
2007年論文
@zh-hant
2007年論文
@zh-hk
2007年論文
@zh-mo
2007年論文
@zh-tw
2007年论文
@wuu
name
The Role of Emotion Regulation and Children's Early Academic Success
@ast
The Role of Emotion Regulation and Children's Early Academic Success
@en
The Role of Emotion Regulation and Children's Early Academic Success
@nl
type
label
The Role of Emotion Regulation and Children's Early Academic Success
@ast
The Role of Emotion Regulation and Children's Early Academic Success
@en
The Role of Emotion Regulation and Children's Early Academic Success
@nl
prefLabel
The Role of Emotion Regulation and Children's Early Academic Success
@ast
The Role of Emotion Regulation and Children's Early Academic Success
@en
The Role of Emotion Regulation and Children's Early Academic Success
@nl
P2093
P2860
P1476
The Role of Emotion Regulation and Children's Early Academic Success
@en
P2093
Paulo A Graziano
Rachael D Reavis
Susan D Calkins
Susan P Keane
P2860
P356
10.1016/J.JSP.2006.09.002
P577
2007-02-01T00:00:00Z