This paper examines interrelations between biological and social influences on the
development of self-regulation in young children and considers implications of these …

This article reviews the literature on self‐regulation and the development of school
readiness and academic competence in early childhood. It focuses on relations between the …

Individual differences in the ability to self-regulate emotions, attention, and behavior are
evident in infancy, and children who experience difficulty in learning to regulate their own …

The author examines the construct of emotionality, developmental relations between
cognition and emotion, and neural plasticity and frontal cortical functioning and proposes a …

This chapter reviews research on the development of self-regulation in young children and
considers its relation to early achievement in school. Self-regulation is of strong interest to …

Publisher Summary This chapter describes the role of cognitive and motivational factors and
the development of academic self-regulation. The development of the capability to self …

Current neofunctionalist views of emotion underscore the biologically adaptive and
psychologically constructive contributions of emotion to organized behavior, but little is …

Conflicts between immediately rewarding activities and more enduringly valued goals
abound in the lives of school-age children. Such conflicts call upon children to exercise self …

An essential feature of children's adjustment to school is their development of academically-
related self-regulation and motivation. The question of how children acquire and internalize …

The early years are critically important for the development of self-regulation--the set of
abilities that enable children to control their emotions and behavior, interact positively with …