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

Chase, Paul.
2017-04-20T13:57:02.041Z

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

Subjects
Tufts University. Eliot-Pearson Department of Child Development.
Permanent URL
http://hdl.handle.net/10427/011902
ID: tufts:21378
To Cite: DCA Citation Guide