Sara A. Schmitt

TL;DR: In this article, the authors examined the efficacy of a self-regulation intervention for children experiencing demographic risk and found that children who participated in an 8-week self-regulatory intervention demonstrated greater gains in selfregulation and academic achievement over the preschool year compared to children in a control group.

TL;DR: Initial evidence is provided for better understanding the ways in which EF components and academic skills are related and measured and provides a foundation for further study of the components of each domain using a broader and more diverse array of measures.

TL;DR: This paper explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across 4 waves of measurement during the transition from preschool to kindergarten using two complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling.

TL;DR: The authors explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across 4 waves of measurement during the transition from preschool to kindergarten using two complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling.

TL;DR: The authors investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers and found significant positive relationships for teacher ratings and observed behavioral selfregulation for early math and literacy skills.