Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research
Dados Bibliográficos
| ID | 12136339 |
|---|---|
| Autores | Radiah Smith-Donald (University of Chicago, autor correspondente), C Cybele Raver (University of Chicago), Tiffany Hayes (University of Chicago), Breeze Richardson (University of Chicago) |
| Ano | 2007 |
| Volume | 22 |
| Fascículo | 2 |
| Páginas | 173-187 |
| Data de publicação | 2007-02-10 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Early Childhood Research Quarterly (JOURNAL) |
| Identificadores do periódico | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2007.01.002 |
| OpenAlex | W2099822149 |
| Idioma | EN |
| Citações recebidas | 133 |
| Referências citadas | 82 |
Bivariate analysis · Cognition · Competence (human resources · Concurrent validity · Construct validity · Developmental psychology · Executive functions · Political science · Psychometrics · Self-control · Social change · Social competence · Child and Adolescent Psychosocial and Emotional Development · Computer Science · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Self-regulation in childhood as a predictor of future outcomes
Relations between inhibitory control and the development of academic skills in preschool and kindergarten
Early gender differences in self-regulation and academic achievement.
Social–emotional learning profiles of preschoolers' early school success
Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality
The Immediate Impact of Different Types of Television on Young Children's Executive Function
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation
Self-Regulation in Early Childhood
How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions
CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills
Social and Emotional Learning in Schools
“Plays Nice With Others”
Efficacy of social-emotional learning programs in low- and middle-income countries
Examining Racial Match among Black Children and Teachers in Early Childhood Settings
Self-Regulation Competence as a Superpower
Assessing Early Self‐Regulation in Classroom Contexts
Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System
Making connections for children and teachers
Development and Validation of a Measure of Quality in Playgroups
Does attending preschool in an economically advantaged or disadvantaged neighborhood moderate the effects of the preschool edition of promoting alternative thinking strategies®
Four-year follow-up to a home-visiting intervention to promote early childhood development and prevent family violence in rural Rwanda
Bilişsel, Duygusal ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi
Latent Profiles of Preschool Anxiety and Social-Emotional and Behavioral Skills in Young Children
Preschool Children’s Self-regulation and Learning Behaviors
Predicting Academic School Readiness and Risk Status from Different Assessment Approaches and Constructs of Early Self-Regulation
The construct components of self-regulation from a systematic review of self-regulation measures in children and adolescents
A systematic review and meta-analysis of associations between self-regulation and morality in preschool and elementary school children
Relationship between Pre-Schoolers’ self-regulation, language, and early academic skills
Contribution of Peers’ Self-Regulation to the Development of Preschoolers’ Self-Regulation, Language, and Literacy Skills in Early Education Classrooms
Relations Among Low-Income Preschool Children’s Self-Regulation, Marginal Food Security, and Parent Stress
Preschool Children’s Engagement and School Readiness Skills
Echoing Parental Scaffolding Style in Co–Constructed Narratives
Supporting Preschool Children’s Self-Regulation Skills with Dialogic Book Reading
Preschoolers’ Vocabulary Skills And Inhibitory Control
Development and Validation of the Chinese Inventory of Children’s Socioemotional Competence (Cicsec)
Pathways to Low-Income Children’s Self-Regulation
Socio-Emotional Learning among Low-Income Prekindergarteners
Everyday Heroes
Home language and literacy environments at the age of four
Associations between executive functions at age 3 and children’s learning behaviors at age 6
Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
Patterns of preschool educators' beliefs and practices over the course of a coaching intervention
Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development
A Complex Systems Network Approach to Quantifying Peer Effects
Does adding parent education and workforce training to Head Start promote or interfere with children's development
Influences of sociocultural factors on Indonesian children's self-regulation and its effects on school readiness
Development of self-regulation of bilingual children and the role of teacher-child interactions
Measuring the development of inhibitory control
Preschool Self-Regulation Assessment (PSRA)
One Size Fits All?—The Form and Function of Preschoolers’ Strategy Flexibility in Emotion Regulation
Developmental differences in young children's implied use of cognitive resources in their self‐regulation strategies
Executive Functioning Across the Transition to Kindergarten
Measuring executive functions in context
Relative importance of early childhood development domains for schooling progression
Dosage Effects on School Readiness
Detecting Drivers of Behavior at an Early Age
Does school mobility place elementary school children at risk for lower math achievement? The mediating role of cognitive dysregulation
Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom
Effortful control among low-income preschoolers in three cities
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
Impacts of the Boston prekindergarten program on the school readiness of young children with special needs
Children's early approaches to learning and academic trajectories through fifth grade
Instability versus quality
Persistence and convergence
Poverty, physical stature, and cognitive skills
Associations among family environment, sustained attention, and school readiness for low-income children
Relevance of a neurophysiological marker of attention allocation for children’s learning-related behaviors and academic performance
Promoting Academic and Social-Emotional School Readiness
Enhancing the emotion regulation of preschool children through the EmoPlay Pals App
Malaysian and Japanese children's self-regulation
Self-control, moral disengagement, and bullying behaviors in adolescents
Caregivers’ Responses to Children’s Negative Emotions
Parents' use of harsh punishment and young children's behaviour and achievement
Evaluation of a Violence-Prevention Programme with Jamaican Primary School Teachers
Mainstream Preschool Teachers’ Skills at Identifying and Referring Children with Autism Spectrum Disorder (ASD)
The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children’s Self-Regulatory Skills in Kindergarten and First Grade
Self-Regulation Profiles and Social Competence in Early Childhood
Examining the Association Between Executive Functions and Developmental Domains of Low-Income Children in the United States and Turkey
Proximal Processes and Contextual Factors Associated with Early Socio-emotional Competence Development
I Know How You Feel”
Latinx parent engagement and school readiness
Self‐regulated behavior and parent‐child co‐regulation are associated with young children's physiological response to receiving critical adult feedback
Children’s narrative story stem responses
The classroom relational environment and children’s early development in preschool
Caregiver Emotional Expressiveness, Child Emotion Regulation, and Child Behavior Problems among Head Start Families
Intimate partner violence and preschool self‐regulation
Executive control in dual language learning preschoolers
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry
Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills
Teacher-child racial congruence and young children's preschool adjustment
Executive function in Chilean preschool children
Validation of the Head–Toes–Knees–Shoulders task in Native Hawaiian and non-Hawaiian children
Parent predictors of the home math environment and associations with toddlers’ math skills
Differences between Pre-K and Kindergarten classroom experiences
Measuring preschool quality in low- and middle-income countries
Dual language learning, inhibitory control, and math achievement in Head Start and kindergarten
I. The Development of Executive Function
Inhibitory Control in Young Children and Its Role in Emerging Internalization
Children's Social and Scholastic Lives in Kindergarten
Social Skills Rating System
Emotion Regulation as a Scientific Construct
Social competence and behavior evaluation in children ages 3 to 6 years
The Environment of Poverty
Emotions Matter
Emotion-Related Regulation
The Development of Self-Regulation in the First Four Years of Life
Emotion Knowledge as a Predictor of Social Behavior and Academic Competence in Children at Risk
Delay of Gratification in Children
Preschool Emotional Competence
The Relations of Effortful Control and Impulsivity to Children's Resiliency and Adjustment
The Infant–Toddler Social and Emotional Assessment (Itsea)
Investigations of Temperament at Three to Seven Years
The Contribution of Emotionality and Self-Regulation to the Understanding of Children’s Response to Multiple Risk
Placing Emotional Self-Regulation in Sociocultural and Socioeconomic Contexts
Effortful Control
Mother-Child Mutually Positive Affect, the Quality of Child Compliance to Requests and Prohibitions, and Maternal Control as Correlates of Early Internalization
The Relations of Effortful Control and Reactive Control to Children's Externalizing Problems
Attention and Voluntary Self-Control
Long-term Effects of the Positive Action ® Program
Emotional Reactivity and Emotional Regulation Strategies as Predictors of Social Behavior with Peers During Toddlerhood
Emotion Regulation in Low‐income Preschoolers
Assessment of preschool play interaction behaviors in young low-income children
Diversity, child care quality, and developmental outcomes
Social competence
Children at risk for early academic problems
Generalization of the Child Observation Record
Are certain preschoolers at risk in the era of welfare reform? The moderating role of children's temperament
Preliminary acceptability and psychometrics of the infant–toddler social and emotional assessment (Itsea)
When My Mommy Was Angry, I Was Speechless
Expressive control during a disappointment
Anger regulation in disadvantaged preschool boys
The relations of effortful control and ego control to children's resiliency and social functioning
School readiness and later achievement
Developmental precursors of externalizing behavior
Relations between social contingency in mother-child interaction and 2-year-olds' social competence
School readiness
Cognitive person variables in the delay of gratification of older children at risk
Dispositional emotionality and regulation
Marital Disruption, Parent-Child Relationships, and Behavior Problems in Children
| Obras citantes distintas | 133 |
|---|---|
| Citações por ano | 7 |
| Intervalo de citações | 2007 - 2026 (20) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 131 |