Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Emotional Response | 2 |
| Self Control | 2 |
| Structural Equation Models | 2 |
| Academic Achievement | 1 |
| Aggression | 1 |
| Antisocial Behavior | 1 |
| Check Lists | 1 |
| Child Behavior | 1 |
| Children | 1 |
| Cognitive Ability | 1 |
| Cooperation | 1 |
| More ▼ | |
Source
| Merrill-Palmer Quarterly:… | 2 |
Author
| Calkins, Susan D. | 2 |
| O'Brien, Marion | 2 |
| Blair, Bethany L. | 1 |
| Gangel, Meghan J. | 1 |
| Keane, Susan P. | 1 |
| Lange, Garrett | 1 |
| Leerkes, Esther M. | 1 |
| Paradise, Matthew | 1 |
| Perry, Nicole B. | 1 |
| Shanahan, Lilly | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 2 | 1 |
| Grade 5 | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| Preschool Education | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Child Behavior Checklist | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkBlair, Bethany L.; Gangel, Meghan J.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
A growing body of literature indicates that childhood emotion regulation predicts later success with peers, yet little is known about the processes through which this association occurs. The current study examined mechanisms through which emotion regulation was associated with later peer acceptance and peer rejection, controlling for earlier…
Descriptors: Emotional Response, Peer Acceptance, Rejection (Psychology), Child Behavior
Leerkes, Esther M.; Paradise, Matthew; O'Brien, Marion; Calkins, Susan D.; Lange, Garrett – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2008
The core processes of emotion understanding, emotion control, cognitive understanding, and cognitive control and their association with early indicators of social and academic success were examined in a sample of 141 3-year-old children. Confirmatory factor analysis supported the hypothesized four-factor model of emotion and cognition in early…
Descriptors: Futures (of Society), Academic Achievement, Factor Analysis, Emotional Development
