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A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes
Claire Cameron Ponitz
, Megan M. McClelland
, J. S. Matthews
, Frederick J. Morrison
Educational Foundations
Research output
:
Contribution to journal
›
Article
›
peer-review
689
Scopus citations
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Keyphrases
Kindergarten
100%
Behavioral Regulation
100%
Structured Observation
100%
Behavioral Self-regulation
100%
Teacher Ratings
50%
Head-toe-knee-shoulder
33%
Literacy
16%
Self-regulation
16%
United States
16%
Construct Validity
16%
Hierarchical Linear Modeling
16%
Focus of Attention
16%
Parent Ratings
16%
Domain Specificity
16%
Interpersonal Skills
16%
Child Gender
16%
Predicted Gain
16%
Inhibitory Control
16%
Focus Control
16%
Kindergarteners
16%
Geographical Site
16%
Achievement Levels
16%
Shoulder Score
16%
Psychology
Self-Regulation
100%
Kindergarten
100%
Construct Validity
33%
Domain Specificity
33%
Inhibitory Control
33%
Head-Toes-Knees-Shoulders Task
33%