Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes

In the present study, we examined the extent to which teacher-rated self-regulation and directly assessed executive function skills were independently, additively, or synergistically related to academic achievement during the transition to kindergarten. The sample included 126 children (42% female;...

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Principais autores:	Jennifer K. Finders, Robert J. Duncan, Irem Korucu, Lindsey B. Bryant, David J. Purpura, Sara A. Schmitt
Formato:	Artigo
Idioma:	Inglês
Publicado em:	Frontiers Media S.A. 2021-10-01
coleção:	Frontiers in Psychology
Assuntos:	self-regulation executive function academic outcomes teacher ratings direct assessments school readiness
Acesso em linha:	https://www.frontiersin.org/articles/10.3389/fpsyg.2021.721282/full
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