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Direct linkBlankson, A. Nayena; Weaver, Jennifer Miner; Leerkes, Esther M.; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart – Early Education and Development, 2017
Research Findings: The aim of this research was to delineate developmental processes that contribute to early school success. To achieve this aim, we examined emotion regulation, executive functioning, emotion knowledge, and metacognition at ages 3 and 4 as distal and proximal predictors of age 5 achievement and school adjustment in a sample of…
Descriptors: Cognitive Processes, Psychological Patterns, Predictor Variables, Child Development
Swartz, Rebecca Anne; McElwain, Nancy L. – Early Education and Development, 2012
Research Findings: The present research examines preservice teachers' (N = 24) self-reported emotion-related regulation and cognition as predictors of their observed responses to young children's positive and negative emotional displays. Correlation and regression analyses revealed that teachers reporting greater reappraisal strategies in…
Descriptors: Preservice Teacher Education, Preservice Teachers, Socialization, Emotional Response
Cuevas, Kimberly; Hubble, Morgan; Bell, Martha Ann – Early Education and Development, 2012
Research Findings: This study examined whether children's executive functions before kindergarten would predict variance in executive functions after kindergarten. We obtained behavioral (working memory task performance), parent-reported (temperament-based inhibitory control), and psychophysiological (working memory-related changes in heart rate…
Descriptors: Metabolism, Personality, Psychophysiology, Parent Attitudes
