Cargando…

Executive Function and Self-Regulation: Bi-Directional Longitudinal Associations and Prediction of Early Academic Skills

Despite a tendency to study executive function (EF) and self-regulation (SR) separately, parallel lines of research suggest considerable overlap between the two abilities. Specifically, both show similar developmental trajectories (i.e., develop rapidly in the early years), predict a broad range of...

Descripción completa

Detalles Bibliográficos
Autores principales:	Howard, Steven J., Vasseleu, Elena, Neilsen-Hewett, Cathrine, de Rosnay, Marc, Chan, Amy Y. C., Johnstone, Stuart, Mavilidi, Myrto, Paas, Fred, Melhuish, Edward C.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2021
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8579059/ https://www.ncbi.nlm.nih.gov/pubmed/34777117 http://dx.doi.org/10.3389/fpsyg.2021.733328

Ejemplares similares

Evaluation of the Preschool Situational Self-Regulation Toolkit (PRSIST) Program for Supporting children’s early self-regulation development: study protocol for a cluster randomized controlled trial
por: Howard, Steven J., et al.
Publicado: (2018)

Everyday Practices and Activities to Improve Pre-school Self-Regulation: Cluster RCT Evaluation of the PRSIST Program
por: Howard, Steven J., et al.
Publicado: (2020)

Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial
por: Melhuish, Edward, et al.
Publicado: (2016)

Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools
por: Siraj, Iram, et al.
Publicado: (2023)

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

Establishing a Scientific Consensus on the Cognitive Benefits of Physical Activity
por: Nazlieva, Nesrin, et al.
Publicado: (2019)

Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance
por: Mavilidi, Myrto F., et al.
Publicado: (2020)

Parents’ and Early Childhood Educators’ Perceptions on Movement and Learning Program Implementation
por: Mavilidi, Myrto F., et al.
Publicado: (2021)

Do Physical Fitness and Executive Function Mediate the Relationship between Physical Activity and Academic Achievement? An Examination Using Structural Equation Modelling
por: Muntaner-Mas, Adrià, et al.
Publicado: (2022)

A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning: The Importance of Relevancy and Integration
por: Mavilidi, Myrto Foteini, et al.
Publicado: (2018)

Cognitively Engaging Physical Activity for Targeting Motor, Cognitive, Social, and Emotional Skills in the Preschool Classroom: The Move for Thought preK-K Program
por: Vazou, Spyridoula, et al.
Publicado: (2021)

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

An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms
por: Howard, Steven J., et al.
Publicado: (2016)

The Longitudinal Associations of Fitness and Motor Skills with Academic Achievement
por: SYVÄOJA, HEIDI J., et al.
Publicado: (2019)

Systematic Observation: Relevance of This Approach in Preschool Executive Function Assessment and Association with Later Academic Skills
por: Escolano-Pérez, Elena, et al.
Publicado: (2017)

Beyond executive functions, creativity skills benefit academic outcomes: Insights from Montessori education
por: Denervaud, Solange, et al.
Publicado: (2019)

Effects of Resistance Training on Academic Outcomes in School-Aged Youth: A Systematic Review and Meta-Analysis
por: Robinson, Katie, et al.
Publicado: (2023)

Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains?
por: Raaijmakers, Steven F., et al.
Publicado: (2018)

Effectiveness of an Executive Function Training in Italian Preschool Educational Services and Far Transfer Effects to Pre-academic Skills
por: Traverso, Laura, et al.
Publicado: (2019)

Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes
por: Finders, Jennifer K., et al.
Publicado: (2021)

Culture, executive functions, and academic achievement
por: Cho, Isu, et al.
Publicado: (2023)

Academic Skills: Publications
por: Balistreri, William F., et al.
Publicado: (2021)

Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study
por: Mercader, Jessica, et al.
Publicado: (2018)

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)

Executive functioning and spoken language skills in young children with hearing aids and cochlear implants: Longitudinal findings
por: Jamsek, Izabela A., et al.
Publicado: (2022)

Device-Based Movement Behaviors, Executive Function, and Academic Skills among African American Children with ADHD and Disruptive Behavior Disorders
por: Santiago-Rodríguez, María Enid, et al.
Publicado: (2022)

The Effects of Kindergarten and First Grade Schooling on Executive Function and Academic Skill Development: Evidence From a School Cutoff Design
por: Kim, Matthew H., et al.
Publicado: (2021)

The execution factor: the one skill that drives success
por: Perell, Kim
Publicado: (2019)

Social skills, executive functioning and social engagement
por: Madjar, Nir, et al.
Publicado: (2019)

Videogaming Frequency and Executive Skills in Young Adults
por: Peracchia, Sara, et al.
Publicado: (2022)

Predicting Executive Functioning from Brain Networks: Modality Specificity and Age Effects
por: Heckner, Marisa K., et al.
Publicado: (2023)

The Role of Executive Functioning and Academic Achievement in the Academic Self-Concept of Children and Adolescents Referred for Neuropsychological Assessment
por: Bailey, Brittany A., et al.
Publicado: (2018)

Adherence to 24-Hour Movement Guidelines for the Early Years and associations with social-cognitive development among Australian preschool children
por: Cliff, Dylan P., et al.
Publicado: (2017)

Skill in discrete keying sequences is execution rate specific
por: Verwey, Willem B., et al.
Publicado: (2018)

Executive Functions and Domain-Specific Cognitive Skills in Climbers
por: Heilmann, Florian
Publicado: (2021)

Comparing the Efficacy of Two School-Based Approaches of Neurocognitive Training for Enhancing Executive Functions
por: Jiang, Han, et al.
Publicado: (2022)

The longitudinal influence of the level of executive function development on children’s transcriptional skills: a modern view of A. Luria’s ideas
por: Oshchepkova, Ekaterina S., et al.
Publicado: (2023)

Preliminary Efficacy and Feasibility of “Thinking While Moving in English”: A Program with Physical Activity Integrated into Primary School English Lessons
por: Mavilidi, Myrto F., et al.
Publicado: (2018)

A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective
por: Day, Natalie, et al.
Publicado: (2022)

The development of executive function and language skills in the early school years
por: Gooch, Debbie, et al.
Publicado: (2015)

Cannot write session to /tmp/vufind_sessions/sess_s2g93dmidkisfioms7sohdrqv9