@article{ref1,
title="The development of self-control from kindergarten to fifth grade: the effects of neuropsychological functioning and adversity",
journal="Early child development and care",
year="2015",
author="Gajos, Jamie M. and Beaver, Kevin M.",
volume="186",
number="10",
pages="1571-1583",
abstract="A substantial body of research has reported significant associations between children's levels of self-control and a variety of academic and behavioural outcomes. As a result, studies have begun to investigate the factors involved in the development of self-control. The current study builds on this body of research and examines the extent to which neuropsychological functioning and adversity influence the development of self-control from kindergarten to the end of fifth grade. Utilizing data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), findings from the cross-sectional analysis revealed neuropsychological functioning to be significantly associated with the development of self-control, net of the presence of home, school, and environmental adversity. The longitudinal analysis revealed similar findings; however, home adversity surfaced as the most salient predictor of self-control during late childhood. Together, these findings highlight the importance of individual and environmental factors in the creation of children's self-control.<p /> <p>Language: en</p>",
language="en",
issn="0300-4430",
doi="10.1080/03004430.2015.1111881",
url="http://dx.doi.org/10.1080/03004430.2015.1111881"
}