Search

Search Results

• 1. [Article] URAP- Gender differences by SES-draft 2.pptx

  Citation × Citation Citation Abstract Copy Title: URAP- Gender differences by SES-draft 2.pptx Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Title: URAP- Gender differences by SES-draft 2.pptx Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Close

• 2. [Article] URAP- Gender differences by SES-draft 2.pdf

  Citation × Citation Citation Abstract Copy Title: URAP- Gender differences by SES-draft 2.pdf Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Title: URAP- Gender differences by SES-draft 2.pdf Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Close

• 3. [Article] Exploring gender differences in self regulation among Head Start and non-Head Start kids

  Children’s self-regulation and socio-economic status are important factors in predicting later academic outcomes and kindergarten readiness. This study examined relationships between socio-economic status ...

  Citation × Citation Citation Abstract Copy Title: Exploring gender differences in self regulation among Head Start and non-Head Start kids Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Children’s self-regulation and socio-economic status are important factors in predicting later academic outcomes and kindergarten readiness. This study examined relationships between socio-economic status (SES), gender differences, and performance on the Heads-Toes-Knees-Shoulders (HTKS) self-regulation assessment. Using a diverse sample of 408 preschool children, results indicated: Low-income children in Head Start displayed significantly lower self-regulation than children not enrolled in Head Start. The gender gap in self-regulation was significantly larger in Non-Head Start children when compared to Head Start children. Title: Exploring gender differences in self regulation among Head Start and non-Head Start kids Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Children’s self-regulation and socio-economic status are important factors in predicting later academic outcomes and kindergarten readiness. This study examined relationships between socio-economic status (SES), gender differences, and performance on the Heads-Toes-Knees-Shoulders (HTKS) self-regulation assessment. Using a diverse sample of 408 preschool children, results indicated: Low-income children in Head Start displayed significantly lower self-regulation than children not enrolled in Head Start. The gender gap in self-regulation was significantly larger in Non-Head Start children when compared to Head Start children. Close

• 4. [Article] Behavioral Self-Regulation and Relations to Emergent Academic Skills among Children in Germany and Iceland

  This is the author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Elsevier and can be found at: http://www.journals.elsevier.com/early-childhood...

  Citation × Citation Citation Abstract Copy Title: Behavioral Self-Regulation and Relations to Emergent Academic Skills among Children in Germany and Iceland Author: von Suchodoletz, Antje, Birgisdottir, Freyja, Gestsdottir, Steinunn, Wanless, Shannon B., Ragnarsdottir, Hrafnhildur, Gunzenhauser, Catherine, McClelland, Megan M. This is the author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Elsevier and can be found at: http://www.journals.elsevier.com/early-childhood-research-quarterly/. Title: Behavioral Self-Regulation and Relations to Emergent Academic Skills among Children in Germany and Iceland Author: von Suchodoletz, Antje, Birgisdottir, Freyja, Gestsdottir, Steinunn, Wanless, Shannon B., Ragnarsdottir, Hrafnhildur, Gunzenhauser, Catherine, McClelland, Megan M. This is the author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Elsevier and can be found at: http://www.journals.elsevier.com/early-childhood-research-quarterly/. Close

• 5. [Article] Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes

  Acknowledgements: We are very grateful to Robin Corley for assistance with data management.

  Citation × Citation Citation Abstract Copy Title: Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes Author: Stallings, Michael C., McClelland, Megan M., Piccinin, Andrea, Rhea, Sally Ann, Acock, Alan C. Acknowledgements: We are very grateful to Robin Corley for assistance with data management. Title: Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes Author: Stallings, Michael C., McClelland, Megan M., Piccinin, Andrea, Rhea, Sally Ann, Acock, Alan C. Acknowledgements: We are very grateful to Robin Corley for assistance with data management. Close