Index Catalog // ScholarsArchive@OSU

Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention

Creator:: Schmitt, Sara A., McClelland, Megan M., Tominey, Shauna L., and Acock, Alan C.
Abstract:: The present study examined the efficacy of a self-regulation intervention for children experiencing demographic risk. Utilizing a randomized controlled design, analyses examined if children (N = 276 children in 14 Head Start classrooms; M age = 51.69, SD = 6.55) who participated in an 8-week self-regulation intervention demonstrated greater gains...
Resource Type:: Article
Full Text:: : Evaluation of a self-regulation intervention Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A

Growing Up with Assets and Risks: The Importance of Self-Regulation for Academic Achievement

Creator:: McClelland, Megan M. and Wanless, Shannon B.
Abstract:: This study examined children’s self-regulation, demographic risks [English Language Learner (ELL) status, being from a low-income family], and academic achievement longitudinally across four time points (fall and spring of the prekindergarten and kindergarten years). Findings suggested that assets such as high self-regulation in the fall of prekindergarten were significantly related...
Resource Type:: Article
Full Text:: formal schooling. Although self-regulation significantly predicts early academic skills (Blair & Razza

Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

Creator:: Schmitt, Sara A., Finders, Jennifer K., and McClelland, Megan M.
Abstract:: The present study investigated the direct effects of residential mobility on children’s inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female) studied in the fall and...
Resource Type:: Article
Full Text:: , is a critical factor related to young children’s development (Blair & Raver, 2012; Bronfenbrenner

Predictors of early growth in academic achievement : the head-toes-knees-shoulders task

Creator:: McClelland, Megan M., Cameron, Claire E., Duncan, Robert, Bowles, Ryan P., Acock, Alan C., Miao, Alicia, and Pratt, Megan E.
Abstract:: Children’s behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and...
Resource Type:: Article
Full Text:: of outcomes including school readiness (Blair and Razza, 2007; McClelland et al., 2007a; Morrison et

Behavioral Self-Regulation and Relations to Emergent Academic Skills among Children in Germany and Iceland

Creator:: von Suchodoletz, Antje, Gestsdottir, Steinunn, Wanless, Shannon B., McClelland, Megan M., Birgisdottir, Freyja, Gunzenhauser, Catherine, and Ragnarsdottir, Hrafnhildur
Abstract:: The present study investigated a direct assessment of behavioral self-regulation (the Head-Toes-Knees- Shoulders; HTKS) and its contribution to early academic achievement among young children in Germany and Iceland. The authors examined the psychometric properties and construct validity of the HTKS, investigated gender differences in young children’s behavioral self-regulation, and explored...
Resource Type:: Article
Full Text:: readiness and an important predictor of academic and social competence (e.g., Blair & Razza, 2007

Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes

Creator:: McClelland, Megan M., Acock, Alan C., Piccinin, Andrea, Rhea, Sally Ann, and Stallings, Michael C.
Abstract:: This study examined relations between children’s attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children’s age 4 attention span-persistence significantly predicted math and reading...
Resource Type:: Article
Full Text:: & Spinrad, 2004; Graziano, Reavis, Keane, & Calkins, 2007; Li-Grining, 2007; Ursache, Blair, & Raver

Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement

Creator:: Schmitt, Sara A., Pratt, Megan E., and McClelland, Megan M.
Abstract:: The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct assessment, the Head-Toes-Knees-Shoulders task, relate...
Resource Type:: Article
Full Text:: including early academic skills, socio-emotional skills, and self-regulation (Blair, 2002). In an attempt

Autonomy-supportive parenting and associations with child and parent executive function

Creator:: Distefano, Rebecca, Galinsky, Ellen, McClelland, Megan M., Zelazo, Philip David, and Carlson, Stephanie M.
Abstract:: Autonomy-supportive parenting appears to play an important role in children's executive function (EF) development. However, few studies have accounted for parents' EF skills when examining the link between parenting and child EF in families from diverse socioeconomic backgrounds. In the current study, parents and their 3- to 5-year-old children (N...
Resource Type:: Article
Full Text:: ., Best, Miller, & Naglieri, 2011; Blair & Razza, 2007; Carlson & Moses, 2001; McClelland, Cameron

Relations between early family risk, children's behavioral regulation, and academic achievement

Creator:: Sektnan, Michaella, McClelland, Megan M., Acock, Alan, and Morrison, Frederick J.
Abstract:: This study examined relations among early family risk, children’s behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1,298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed...
Resource Type:: Article
Full Text:: terms such as executive function (e.g., Blair & Razza, 2007; Calkins, 2007) to refer to a similar set

Gender Differences in Behavioral Regulation in Four Societies: The U.S., Taiwan, South Korea, and China

Creator:: Wanless, Shannon B., McClelland, Megan M., Lan, Xuezhao, Son, Seung-Hee, Cameron, Claire E., Morrison, Frederick J., Chen, Fu-Mei, Chen, Jo-Lin, Li, Su, Lee, Kangyi, and Sung, Miyoung
Abstract:: The current study investigates gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea, and China. Directly assessed individual behavioral regulation(Head–Toes–Knees–Shoulders, HTKS), teacher-rated classroom behavioral regulation (Child Behavior Rating Scale, CBRS) and a battery of school readiness assessments (mathematics, vocabulary, and early literacy) were used with...
Resource Type:: Article
Full Text:: acquisition of early math, vocabulary, and early literacy skills in the United States (Blair & Razza, 2007

ScholarsArchive@OSU

Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention

Growing Up with Assets and Risks: The Importance of Self-Regulation for Academic Achievement

Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

Predictors of early growth in academic achievement : the head-toes-knees-shoulders task

Behavioral Self-Regulation and Relations to Emergent Academic Skills among Children in Germany and Iceland

Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes

Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement

Autonomy-supportive parenting and associations with child and parent executive function

Relations between early family risk, children's behavioral regulation, and academic achievement

Gender Differences in Behavioral Regulation in Four Societies: The U.S., Taiwan, South Korea, and China

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