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Bi-Directional Relations between Behavioral Problems and Executive Function: Assessing the Longitudinal Development of Self-Regulation
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Chen Li; Emma R. Hart; Robert J. Duncan; Tyler W. Watts – Developmental Science, 2023
During childhood, the ability to limit problem behaviors (i.e., externalizing) and the capacity for cognitive regulation (i.e., executive function) are often understood to develop in tandem, and together constitute two major components of self-regulation research. The current study examines bi-directional relations between behavioral problems and…
Descriptors: Behavior Problems, Child Behavior, Self Control, Executive Function
Bi-Directional Relations between Behavioral Problems and Executive Function: Assessing the Longitudinal Development of Self-Regulation
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Chen Li; Emma R. Hart; Robert J. Duncan; Tyler W. Watts – Grantee Submission, 2022
During childhood, the ability to limit problem behaviors (i.e., externalizing) and the capacity for cognitive regulation (i.e., executive function) are often understood to develop in tandem, and together constitute two major components of self-regulation research. The current study examines bi-directional relations between behavioral problems and…
Descriptors: Behavior Problems, Child Behavior, Self Control, Executive Function
Associations between Preschool Cognitive and Behavioral Skills and College Enrollment: Evidence from the Chicago School Readiness Project
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Xinyu S. Pan; Chen Li; Tyler W. Watts – Developmental Psychology, 2023
The current article examines associations between preschool cognitive and behavioral skills and indicators of college enrollment in a sample (n = 379) of primarily Black and Hispanic youth growing up in low-income areas of Chicago. Although we found that most early cognitive and behavioral skills were only weakly or moderately related to later…
Descriptors: Preschool Children, Thinking Skills, Behavior Patterns, College Enrollment
Associations between Preschool Cognitive and Behavioral Skills and College Enrollment: Evidence from the Chicago School Readiness Project
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Xinyu S. Pan; Chen Li; Tyler W. Watts – Grantee Submission, 2022
The current paper examines associations between preschool cognitive and behavioral skills and indicators of college enrollment in a sample (n = 379) of primarily Black and Hispanic youth growing up in low-income areas of Chicago. Although we found that most early cognitive and behavioral skills were only weakly or moderately related to later…
Descriptors: Preschool Children, Thinking Skills, Behavior Patterns, College Enrollment