Testing models of children's self-regulation within educational contexts. Implications for measurement

C. Cybele Raver, Jocelyn Smith Carter, Dana Charles McCoy, Amanda Roy, Alexandra Ursache, Allison Friedman

Research output: Contribution to journalArticlepeer-review


Young children's self-regulation has increasingly been identified as an important predictor of their skills versus difficulties when navigating the social and academic worlds of early schooling. Recently, researchers have called for greater precision and more empirical rigor in defining what we mean when we measure, analyze, and interpret data on the role of children's self-regulatory skills for their early learning (Cole, Martin, & Dennis, 2004; Wiebe, Espy, & Charak, 2008). To address that call, this chapter summarizes our efforts to examine self-regulation in the context of early education with a clear emphasis on the need to consider the comprehensiveness and precision of measurement of self-regulation in order to best understand its role in early learning.

Original languageEnglish (US)
Pages (from-to)245-270
Number of pages26
JournalAdvances in Child Development and Behavior
StatePublished - 2012


  • Emotions
  • Executive Function
  • Low-income CSRP
  • Preschool Self-Regulation Assessment
  • Self-regulation

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Behavioral Neuroscience
  • Pediatrics, Perinatology, and Child Health


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