Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades. Blair, C., Ursache, A., Greenberg, M., Vernon-Feagans, L., & Family Life Project Investigators Developmental Psychology, 51(4):459--472, 2015.
Paper doi bibtex @article{blair_multiple_2015,
title = {Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades.},
volume = {51},
issn = {1939-0599, 0012-1649},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/a0038813},
doi = {10.1037/a0038813},
language = {en},
number = {4},
urldate = {2016-08-06TZ},
journal = {Developmental Psychology},
author = {Blair, Clancy and Ursache, Alexandra and Greenberg, Mark and Vernon-Feagans, Lynne and {Family Life Project Investigators}},
year = {2015},
pages = {459--472}
}
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