Regulatory Contributors to Children's Kindergarten Achievement.

Howse, Robin B.; Calkins, Susan D.; Anastopoulos, Arthur D.; Keane, Susan P.; Shelton, Terri L.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ666724

Record Type: Journal

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1040-9289

EISSN: N/A

Available Date: N/A

Regulatory Contributors to Children's Kindergarten Achievement.

Howse, Robin B.; Calkins, Susan D.; Anastopoulos, Arthur D.; Keane, Susan P.; Shelton, Terri L.

Early Education and Development, v14 n1 p101-19 Jan 2003

This study examined whether preschoolers' emotion regulation, problem behavior, and kindergarten behavioral self-regulation in the classroom predicted kindergarten achievement scores. Findings indicated that children's emotion regulation and behavioral self-regulation in the classroom were related to all achievement measures. Relation between preschool emotion regulation and kindergarten achievement was mediated by behavioral self-regulation in the kindergarten classroom. All regulation measures were correlated. (Author/KB)

Descriptors: Academic Achievement, Behavior Problems, Emotional Experience, Kindergarten, Kindergarten Children, Longitudinal Studies, Predictor Variables, Self Control, State Regulation

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A