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Direct linkGonzales, Christopher R.; Bowles, Ryan; Geldhof, G. John; Cameron, Claire; Tracy, Alexis; McClelland, Megan M. – Grantee Submission, 2021
Measures of self-regulation may not capture adequate variability in children with low levels of self-regulation. This can limit a measure's ability to accurately demonstrate relations with other variables. The present study addressed this issue with a revised version of the Head-Toes-Knees-Shoulders task (HTKS-R), which includes a new downward…
Descriptors: Child Behavior, Preschool Children, Difficulty Level, Test Reliability
Zakszeski, 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
McClelland, Megan M.; Acock, Alan C.; Morrison, Frederick J. – Early Childhood Research Quarterly, 2006
Recent research indicates that children's learning-related skills (including self-regulation and social competence) contribute to early school success. The present study investigated the relation of kindergarten learning-related skills to reading and math trajectories in 538 children between kindergarten and sixth grade, and examined how children…
Descriptors: Learning Strategies, Cognitive Style, Self Management, Interpersonal Competence
