Cargando…

Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function

The association of socioeconomic status with academic readiness and school achievement is well established. However, the specific contributions of cognitive and social aspects of self-regulation, and potential reciprocal relations between them in the prediction of school readiness and early school a...

Descripción completa

Detalles Bibliográficos
Autores principales:	Perry, Rosemarie E., Braren, Stephen H., Blair, Clancy
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2018
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6122065/ https://www.ncbi.nlm.nih.gov/pubmed/30210390 http://dx.doi.org/10.3389/fpsyg.2018.01544

Ejemplares similares

Enhancing Executive Functions Through Social Interactions: Causal Evidence Using a Cross-Species Model
por: Perry, Rosemarie E., et al.
Publicado: (2019)

Deprivation and threat as developmental mediators in the relation between early life socioeconomic status and executive functioning outcomes in early childhood
por: Vogel, Sarah C., et al.
Publicado: (2020)

Longitudinal Association Between Children’s Callous-Unemotional Traits and Social Competence: Child Executive Function and Maternal Warmth as Moderators
por: Kim, Hyunah, et al.
Publicado: (2019)

Latent Profiles of Teacher-Reported Self-Regulation and Assessed Executive Function in Low-Income Community Preschools: Relations With Motor, Social, and School Readiness Outcomes
por: Williams, Kate E., et al.
Publicado: (2021)

Executive Function Buffers the Association between Early Math and Later Academic Skills
por: Ribner, Andrew D., et al.
Publicado: (2017)

Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School
por: Farina, Eleonora, et al.
Publicado: (2022)

Hong Kong Children’s School Readiness in Times of COVID-19: The Contributions of Parent Perceived Social Support, Parent Competency, and Time Spent With Children
por: Lau, Eva Yi Hung, et al.
Publicado: (2021)

Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills
por: Marti, Maria, et al.
Publicado: (2018)

Socioeconomic status and oppositional defiant disorder in preschoolers: parenting practices and executive functioning as mediating variables
por: Granero, Roser, et al.
Publicado: (2015)

All for One: Contributions of Age, Socioeconomic Factors, Executive Functioning, and Social Cognition to Moral Reasoning in Childhood
por: Vera-Estay, Evelyn, et al.
Publicado: (2016)

Assessing Mathematical School Readiness
por: Mejias, Sandrine, et al.
Publicado: (2019)

Assessment of Effect of Perceived Social Support on School Readiness, Mental Wellbeing, and Self-Esteem: Mediating Role of Psychological Resilience
por: Shi, Yefei
Publicado: (2022)

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal
por: Franco, Maria da Glória, et al.
Publicado: (2017)

Assessment of school readiness and the importance of executive functions for learning
por: Coelho, Rachel Mocelin Dias, et al.
Publicado: (2023)

Executive Function and Resilience as Mediators of Adolescents’ Perceived Stressful Life Events and School Adjustment
por: Zhang, Yuqing, et al.
Publicado: (2019)

Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional, Executive Functioning, Preschool Academic and Task Behavior Skills
por: Wenz-Gross, Melodie, et al.
Publicado: (2018)

Temperament and School Readiness – A Literature Review
por: Potmesilova, Petra, et al.
Publicado: (2021)

Effects of the A+ intervention on elementary-school teachers’ social and emotional competence and occupational health
por: Oliveira, Sofia, et al.
Publicado: (2022)

Effects of a Portuguese social–emotional learning program on the competencies of elementary school students
por: Coelho, Vera, et al.
Publicado: (2023)

Linking Parenting and Social Competence in School-Aged Boys and Girls: Differential Socialization, Diathesis-Stress, or Differential Susceptibility?
por: Spruijt, Andrea M., et al.
Publicado: (2019)

Longitudinal Examination of Everyday Executive Functioning in Children With ASD: Relations With Social, Emotional, and Behavioral Functioning Over Time
por: Vogan, Vanessa M., et al.
Publicado: (2018)

Executive functions and mathematical competence in Chinese preschool children: A meta-analysis and review
por: Zhong, Zhiyong, et al.
Publicado: (2022)

Screen Time and Executive Function in Toddlerhood: A Longitudinal Study
por: McHarg, Gabrielle, et al.
Publicado: (2020)

Changes in executive function in the Canadian longitudinal study on aging over 3-years: A focus on social determinants of health
por: Stinchcombe, Arne, et al.
Publicado: (2023)

Assessing Executive Functions in Preschoolers Using Shape School Task
por: Nieto, Marta, et al.
Publicado: (2016)

Editorial: The Potential of School-Based Interventions That Target Executive Function
por: Jacob, Robin, et al.
Publicado: (2022)

Chief Executive Officer Tenacity and Employee Intrapreneurial Behavior: The Mediating Role of Corporate Social Responsibility
por: Huang, Zheng
Publicado: (2022)

Children’s pre-academic school readiness and home learning activities: a moderated-mediation analysis of home visiting
por: Avelar, Daniela, et al.
Publicado: (2023)

Predicting Leadership Competency Development and Promotion Among High-Potential Executives: The Role of Leader Identity
por: Kragt, Darja, et al.
Publicado: (2020)

Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study
por: Rosas, Ricardo, et al.
Publicado: (2019)

Self-Regulation and Executive Function Longitudinally Predict Advanced Learning in Preschool
por: Howard, Steven James, et al.
Publicado: (2020)

Family Income, Parental Education and Chinese Preschoolers’ Cognitive School Readiness: Authoritative Parenting and Parental Involvement as Chain Mediators
por: Xia, Xiaoying
Publicado: (2022)

Predicting school readiness program implementation in community-based childcare centers
por: Hunter, Leah J., et al.
Publicado: (2022)

Factor structure of school readiness skills: conceptual vs. statistical distinctions
por: Duncan, Robert J., et al.
Publicado: (2023)

Temperament, Executive Functioning, and Anxiety in School-Age Children Who Stutter
por: Rocha, Mónica Soares, et al.
Publicado: (2019)

Improving Executive Functions at School in Children With Special Needs by Educational Robotics
por: Di Lieto, Maria Chiara, et al.
Publicado: (2020)

Self-Reported Sleep and Executive Function in Early Primary School Children
por: Chen, Yulu, et al.
Publicado: (2021)

Assessment of executive functions in school-aged children: A narrative review
por: Souissi, Sofiane, et al.
Publicado: (2022)

Family Sibling Effect and Executives’ Corporate Social Behavior
por: Zheng, Minna, et al.
Publicado: (2021)

Executive Function Training Improves Emotional Competence for Preschool Children: The Roles of Inhibition Control and Working Memory
por: Li, Quan, et al.
Publicado: (2020)

Cannot write session to /tmp/vufind_sessions/sess_enpjkuv30do61g17a2snvh96lm