This study examined the extent to which early cumulative risk predicts a range of behavioral and psychological outcomes (i.e., depression, future orientation, risky behavior, educational attainment, and socioeconomic outcomes) measured at ages 15 and 26 and whether executive function (EF) and/or behavioral regulation mediated and/or moderated…

The study examines students' skills at kindergarten entry and gains in skills across the kindergarten through first-grade period (pre-COVID-19) for predicting literacy, language, math, inhibitory control, and social-adjustment outcomes in the spring of fourth grade, after schools reopened. In a large US school district, longitudinal data were…

Cultural contexts influence the development of self-regulation. However, cross-cultural variations and consistencies in different aspects of self-regulation and their academic outcomes within the Asian context are less clear. This study investigated (1) the extent to which the development of hot and cool Executive Function (EF) might differ among…

Pre-kindergarten (pre-k) is thought to have both direct and indirect effects on children's outcomes in early elementary school. Direct pre-k effects consistently include moderate to large gains in academic skills and sometimes include increases in problem behaviors that affect acquisition of skills in school. Indirect pre-k effects assume that…

Research Findings: Greater self-regulation has been identified as a protective factor for low-income children's academic achievement. However, we know less about the long-term protective nature of specific aspects of self-regulation. Data were drawn from predominantly African American and Latino children in low-income communities in Boston,…

The transition from childhood to adolescence often elicits psychological problems, which provides great opportunities for organizing universal, school-based prevention programs. The present study aims to evaluate the effectiveness of Boost Camp, a new prevention program targeting young adolescents' emotion regulation skills. Junior high school…

The field of education is beginning to understand more concretely how specific conditions, such as poverty, affect brain and cognitive development and the related impacts on academic achievement. More than 10 million children who live below the poverty threshold attend public preK-12 schools, and over 1 million of these children attend public…

In this study, the direct and indirect relationships of children's self-regulation skills and their higher-order cognitive skills of cognitive flexibility and abstraction skills with their early academic competencies are examined. Within the scope of the study, the mediating role of self-regulation skills with early academic competencies is…

The present study examined differences in school readiness skills in the fall of kindergarten between pre-K attendees and non-attenders (n = 2,581) among children in a large, diverse county. Also considered was the extent to which skills associated with pre-K enrollment varied as a function of children's background characteristics and features of…

Objective: We examined whether executive functions (EFs) mediate the relation between procrastination and attention-deficit/hyperactivity disorder (ADHD) symptoms in college students. Participants: One hundred fourteen undergraduates were recruited for study participation. Methods: Participants completed measures of academic performance,…

According to the self-referent executive processing (S-REF) model, test anxiety develops from interactions between three systems: executive self-regulation processes, self-beliefs, and maladaptive situational interactions. Studies have tended to examine one system at a time, often in conjunction with how test anxiety relates to achievement…

Children's executive function (EF) and behavioral regulation skills are robust predictors of academic success. The current study examines differential associations between measures of EF, classroom behavioral regulation, and academic achievement by children's family income in a sample of 100 prekindergarten children. In correlational analyses, EF…

Primary education is compulsory around the world. This means that around age 5 or 6, millions of children worldwide transition from home or preschool/kindergarten settings into primary school, with the success of this transition shaping school and life trajectories for years to come. Both developmental and environmental factors during early…

Background: Classroom engagement is key predictor of child academic success. Aim: The objective of the study was to examine how preschool cognitive control and the experience of family adversity predict developmental trajectories of classroom engagement through elementary school. Setting: Children were followed in the context of the Quebec…

Behavioral self-regulation supports young children's learning and is a strong predictor of later academic achievement. The capacity to manage one's attention and control one's behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to…