Intentional Self-Regulation and Self-Perceived Academic Success in Elementary School-Age Youth: A Relational Developmental Systems Approach.

Chase, Paul.

Abstract: If society recognizes that it is mutually beneficial for individuals and communities to invest in school interventions that will lead to a more productive society, then early investment in intentional self-regulation (ISR) attributes may be a cost-beneficial strategy in regard to subsequent secondary-, post-secondary, and career successes, especially when early investment is complimented... read more

Tufts University. Eliot-Pearson Department of Child Study and Human Development.
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ID: tufts:21378
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