Index Catalog // ScholarsArchive@OSU

Examining the Contribution of Self-Regulation and Executive Function Skills to School Readiness and Longer-Term Achievement Gaps: A Replication and Extension in Statewide and National Datasets

Creator:: Finders, Jennifer K.
Abstract:: Self-regulation in early childhood encompasses higher-order executive function processes and lower-order emotional responses that enable children to navigate the classroom environment. Although self-regulation and executive functions are overlapping constructs, self-regulation represents a broad assessment of children’s ability to call upon executive function processes in order to meet contextual demands. Prior...
Resource Type:: Dissertation
Full Text:: heartfelt thank you to my other committee members Dr. John Geldhof, Dr. Bridget Hatfield, Dr. David

Moving Towards Academic Success and Life Long Learning

Creator:: Becker, Derek R.
Abstract:: Early learning skills, such as executive function (EF), are a key component of healthy development and predict long-term academic success. Yet many children are entering kindergarten without the necessary skills (including EF) that are needed to set them on a successful learning trajectory. Early prekindergarten classrooms that encourage a high...
Resource Type:: Dissertation
Full Text:: feedback and assisted on both manuscripts. John Geldhof assisted with the interpretation of analyses and

Carrying Things Home from School : Can a Child-Based School Intervention Affect Parenting Strategies and Home Climate?

Creator:: Godlewski, Bethany J.
Abstract:: School interventions have typically focused on academic and psychological outcomes for children, but can children carry positive effects home from school to influence their parents and home environments? Developmental research typically focuses on how parents influence development in their children, but this study flips this lens to ask whether children...
Resource Type:: Dissertation
Full Text:: prior research with these data. I am grateful for Dr. John Geldhof's indispensable support during data

Profiles of Community Resources and their Influence on Self-Regulation at Preschool : A Focus on Children from Low-Income Families

Creator:: Finders, Jennifer K.
Abstract:: Self-regulation skills lay the foundation for short- and long-term school success, and strengthening these skills in early childhood can have significant implications for immediate and future life outcomes (e.g., Blair & Diamond, 2008; McClelland, Acock, Piccinin, Rhea, & Stallings, 2013). A large body of literature has investigated how characteristics of...
Resource Type:: Masters Thesis
Full Text:: especially thank my other mentors, John Geldhof and Bridget Hatfield, for their generosity and guidance

Promoting Executive Function in Children from American Indian, Alaska Native, and Other Underserved Races/Ethnicities: Examining Risk and Resilience Factors in the Environment

Creator:: Merculief, Alexis
Abstract:: In the United States, children from underserved racial/ethnic backgrounds encounter greater environmental risk both in terms of the physical environment (e.g., housing quality, access to resources like health services and jobs, and exposure to environmental toxins) and the social environment (e.g., social support, neighborhood crime, racism, and discrimination), due to...
Resource Type:: Dissertation
Full Text:: Oregon State University: Megan McClelland, Shannon Lipscomb, and John Geldhof- as well as my mentor

Maternal Primary Caregiver Criminal Justice Involvement: The Importance of Child Outcomes

Creator:: Dahlgren, Jessica A.
Abstract:: A parent’s criminal justice involvement (CJI) can have a lasting impact on their children. Additionally, if these children are involved in Child Protective Services (CPS) they have often faced a form of abuse or neglect and they may be increasingly vulnerable to additional risks. Although a literature base exists that...
Resource Type:: Dissertation
Full Text:: me to be your student. I also want to thank my steadfast committee members, John Geldhof, Shauna

The relationship of full day kindergarten, children's self-regulation, and early academic achievement

Creator:: Alonso, Jessica, G.
Abstract:: Strong self-regulation skills can predict academic success in early childhood contexts, specifically for math and literacy skills, thus laying the foundation for future success (McClelland & Cameron, 2012; McClelland & Ponitz, 2011). Children’s exposure to increased instructional time in school through programs such as full day kindergarten (FDK) has also...
Resource Type:: Masters Thesis
Full Text:: career. Additionally, I would like to thank John Geldhof for assisting me in all of my statistical

Sibling relationships and college decision-making : An exploratory study of first-generation and non-first-generation students

Creator:: Warner, Danielle A.
Abstract:: Decisions about college are significant in the lives of students and their families, especially since these are often the first major life-decisions that adolescents are able to make largely on their own (Galotti, 1995; Galotti & Mark, 1994). It is widely recognized that family history plays a role in whether...
Resource Type:: Masters Thesis
Full Text:: my advisor and committee chair, Karen Hooker, committee members John Geldhof, Rick Settersten

The influence of family demographics and individual factors on school readiness : a focus on low-income Spanish-speaking English language learners

Creator:: Díaz, Guadalupe
Abstract:: English Language Learners (ELLs) represent a culturally and linguistically diverse population in US schools. ELLs enter kindergarten with a range of academic and self-regulation skills, but can face multiple challenges navigating the school context (Zwiers, 2013). Previous research documents that low-income ELLs lagged behind in academic achievement, self-regulation, and English...
Resource Type:: Dissertation
Full Text:: telling me to be strategic! I am grateful to my committee members Dr. Karen Thompson, Dr. John

Youth Wellbeing During the First School Year of the Covid-19 Pandemic: An Intersectional Analysis

Creator:: Fenske, Linda J.
Abstract:: During the first full school year of the Covid-19 pandemic, two central contexts for adolescent development—home and school—changed utterly. In Oregon, most middle- and high schoolers attended school entirely remotely from the beginning of the pandemic, in March, 2020, through the end of April, 2021, removing both the supports available...
Resource Type:: Dissertation
Full Text:: community that I aspire to be. You’ve helped me see that I belong here. John, you adopted me into your lab

ScholarsArchive@OSU

Examining the Contribution of Self-Regulation and Executive Function Skills to School Readiness and Longer-Term Achievement Gaps: A Replication and Extension in Statewide and National Datasets

Moving Towards Academic Success and Life Long Learning

Carrying Things Home from School : Can a Child-Based School Intervention Affect Parenting Strategies and Home Climate?

Profiles of Community Resources and their Influence on Self-Regulation at Preschool : A Focus on Children from Low-Income Families

Promoting Executive Function in Children from American Indian, Alaska Native, and Other Underserved Races/Ethnicities: Examining Risk and Resilience Factors in the Environment

Maternal Primary Caregiver Criminal Justice Involvement: The Importance of Child Outcomes

The relationship of full day kindergarten, children's self-regulation, and early academic achievement

Sibling relationships and college decision-making : An exploratory study of first-generation and non-first-generation students

The influence of family demographics and individual factors on school readiness : a focus on low-income Spanish-speaking English language learners

Youth Wellbeing During the First School Year of the Covid-19 Pandemic: An Intersectional Analysis

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