Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Age Differences | 1 |
| At Risk Students | 1 |
| Behavior Development | 1 |
| Classroom Environment | 1 |
| Conflict | 1 |
| Context Effect | 1 |
| Gender Differences | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
| Longitudinal Studies | 1 |
| Positive Behavior Supports | 1 |
| More ▼ | |
Source
| School Psychology Review | 1 |
Author
| Dever, Bridget V. | 1 |
| DuPaul, George J. | 1 |
| Hojnoski, Robin L. | 1 |
| McClelland, Megan M. | 1 |
| Zakszeski, Brittany | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Early Childhood Longitudinal… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkZakszeski, Brittany; Hojnoski, Robin L.; Dever, Bridget V.; DuPaul, George J.; McClelland, Megan M. – School Psychology Review, 2020
Self-regulation is a critical component of school readiness and success. Practices for supporting self-regulation may be advanced by a better understanding of factors characterizing children at risk for challenges and contextual mechanisms associated with desirable developmental trajectories. The current study leverages a large national data set…
Descriptors: Self Management, Student Characteristics, Young Children, Kindergarten
