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The developmental trajectories of attention focusing, attentional and behavioral persistence, and externalizing problems during school-age years.

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References

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2006Gender differences in temperament: A meta-analysis.1,165 cited

1994Temperament and social behavior in childhood929 cited

2005Relations Among Positive Parenting, Children's Effortful Control, and Externalizing Problems: A Three-Wave Longitudinal Study895 cited

Cited by

2009Predictors of Longitudinal Growth in Inhibitory Control in Early Childhood155 cited
2017Trajectories of child externalizing problems between ages 3 and 10 years: Contributions of children's early effortful control, theory of mind, and parenting experiences136 cited
2011Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning123 cited
2011Sustained attention development during the toddlerhood to preschool period: associations with toddlers' emotion regulation strategies and maternal behaviour122 cited
2008Changes in the neural bases of emotion regulation associated with clinical improvement in children with behavior problems116 cited
2011The role of task persistence in young adolescence for successful educational and occupational attainment in middle adulthood.108 cited
2009Predicting Young Children’s Externalizing Problems: Interactions among Effortful Control, Parenting, and Child Gender101 cited
2012Socio-emotional development in Chinese children99 cited
2011Inhibitory Control and Harsh Discipline as Predictors of Externalizing Problems in Young Children: A Comparative Study of U.S., Chinese, and Japanese Preschoolers81 cited
2012Chinese Adolescents’ Social Status Goals79 cited
2017On the development of self-control and deviance from preschool to middle adolescence76 cited
2018Social and emotional behavioral profiles in kindergarten: A population-based latent profile analysis of links to socio-educational characteristics and later achievement.70 cited
2013Effortful Control and Impulsivity as Concurrent and Longitudinal Predictors of Academic Achievement66 cited
2008Identifying Latent Classes of Behavioral Risk Based on Early Childhood66 cited
2018The codevelopment of effortful control and school behavioral problems.65 cited
2014Uniquely human self‐control begins at school age57 cited