Measures and References: Self-Regulation

Return to Self-Regulation factor page.

Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Children's Behavior Questionnaire (CBQ) (Putnam & Rothbard, 2007): A parental survey that measures temperament (Self-Regulation, Attention, and Inhibition) for children aged three to seven years old

Head-Toes-Knees-Shoulders Task (Ponitz, McClelland, Matthews, & Morrison, 2009): A task that measures Self-Regulation (and Inhibition, Attention, and Working Memory) by having students five years and older perform opposite of the provided verbal instructions

References

Achilles, G. M., McLaughlin, M. J., & Croninger, R. G. (2007). Sociocultural correlates of disciplinary exclusion among students with emotional, behavioral, and learning disabilities in the SEELS national dataset. Journal of Emotional and Behavioral Disorders, 15(1), 33-45.

Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), 111-127.

Bolaños, C., Gomez, M. M., Ramos, G., & Rios del Rio, J. (2015). Developmental risk signals as a screening tool for early identification of sensory processing disorders. Occupational Therapy International, 23(2), 154-164.

Bronson, M. B., Goodson, B. D., Layzer, J. I., & Love, J. M. (1990). Child Behavior Rating Scale. Cambridge, MA: Abt Associates.

Connor, C. M., Ponitz, C. C., Phillips, B. M., Travis, Q. M., Glasney, S., & Morrison, F. J. (2010). First graders' literacy and self-regulation gains: The effect of individualizing student instruction. Journal of School Psychology, 48(5), 433-455.

Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet, & U. Muller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208-230). New York, NY: Cambridge University Press.

Duckworth, A. L., & Kern, M. L. (2011). A meta-analysis of the convergent validity of self-control measures. Journal of Research in Personality, 45(3), 259-268.

Duckworth, A. L., Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939-944.

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446.

Garner, P. W., Mahatmya, D., Brown, E. L., & Vesely, C. K. (2014). Promoting desirable outcomes among culturally and ethnically diverse children in social emotional learning programs: A multilevel heuristic model. Educational Psychology Review, 26(1), 165-189.

Gilliam, W. S., Maupin, A. N., Reyes, C. R., Accavitti, M., & Shic, F. (2016). Do early educators' implicit biases regarding sex and race relate to behavior expectations and recommendations of preschool expulsions and suspensions. Yale University Child Study Center, 9(28), 2016.

Graves Jr, S. L., Herndon-Sobalvarro, A., Nichols, K., Aston, C., Ryan, A., Blefari, A., ... & Prier, D. (2017). Examining the effectiveness of a culturally adapted social-emotional intervention for African American males in an urban setting. School Psychology Quarterly, 32(1), 62.

Gueldner, B. A., Feuerborn, L. L., Merrell, K. W., Castro-Olivo, S., d'Abreu, A., Furrer, J., & Widales-Benitez, O. (2020). One size does not fit all: Adapting social and emotional learning in our multicultural world. Social and emotional learning in the classroom, second edition: Promoting mental health and academic success. Guilford Press.

Harris, K. R., Reid, R. R., & Graham, S. (2004). Self-regulation among students with LD and ADHD. In Learning About Learning Disabilities (pp. 167-195). Academic Press.

Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180.

Jarvela, S., Jarvenoja, H., & Malmberg, J. (2012). How elementary school students' motivation is connected to self-regulation. Educational Research and Evaluation, 18(1), 65-84.

Losen, D. J., Keith, M. A., Hodson, C. L., Martinez, T. E., & Belway, S. (2015). Closing the school discipline gap in California: Signs of progress. The Center for Civil Rights Remedies.

Loomis, A. M. (2021). The influence of early adversity on self-regulation and student-teacher relationships in preschool. Early Childhood Research Quarterly, 54, 294-306.

Matthews, J. S., Cameron, C. E., Morrison, F. J., Ponitz, C. C., & Morrison, F. J. (2009). Early Gender Differences in Self-Regulation and Academic Achievement. Journal of Educational Psychology, 101(3), 689-704.

McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43, 947-959.

Miller, C. E., & Meyers, S. A. (2015). Disparities in school discipline practices for students with emotional and learning disabilities and autism. Journal of Education and Human Development, 4(1), 255-267.

Neuenschwander, R., Rothlisberger, M., Cimeli, P., & Roebers, C. M. (2012). How do different aspects of self-regulation predict successful adaptation to school? Journal of Experimental Child Psychology, 113(3), 353-371.

NICHD Early Child Care Research Network. (2004). Multiple pathways to early academic achievement. Harvard Educational Review, 74, 1-29.

Oliver, P. H., Guerin, D. W., & Gottfried, A. W. (2007). Temperamental task orientation: Relation to high school and college educational accomplishments. Learning and Individual Differences, 17, 220-230.

Pelco, L. E., & Reed-Victor, E. (2007). Self-regulation and learning-related social skills: Intervention ideas for elementary school students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 36-42.

Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605-619.

Putnam, S. P., & Rothbart, M. K. (2006). Development of short and very short forms of the Children's Behavior Questionnaire. Journal of Personality Assessment, 87(1), 103-113.

Schumacher, A. M., Miller, A. L., Watamura, S. E., Kurth, S., Lassonde, J. M., & LeBourgeois, M. K. (2018). Sleep moderates the association between response inhibition and self-regulation in early childhood. In Sleep and Developmental Psychopathology (pp. 53-66). Routledge.

Sharkey, P. T., Tirado-Strayer, N., Papachristos, A. V., & Raver, C. C. (2012). The effect of local violence on children's attention and impulse control. American Journal of Public Health, 102(12), 2287-2293.

The Education Trust. (August, 2020). Social, emotional, and academic development through an equity lens. Washington, DC.

Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education & Development, 24(2), 162-187.

Willingham, W. W., Pollack, J. M., & Lewis, C. (2002). Grades and test scores: Accounting for observed differences. Journal of Educational Measurement, 39, 1-37.