Self-Regulation and Executive Function: The Foundation for Student Success

Michelle M. Cumming; Philip David Zelazo; Stephen W. Smith; Helen R. Flores

doi:10.4324/9781003156857-24

Self-Regulation and Executive Function: The Foundation for Student Success

Michelle M. Cumming
, Philip David Zelazo
, Stephen W. Smith
, Helen R. Flores

Institute of Child Development

Research output: Chapter in Book/Report/Conference proceeding › Chapter

10 Scopus citations

Abstract

Self-regulation is critical for students' academic, emotional, and behavioral achievement and is reliant on executive function (EF) skills, a set of neurocognitive attention-regulation processes that develop throughout childhood and adolescence. The purpose of this chapter is to highlight (a) what is currently known about the self-regulation and EF development of students with disabilities; (b) how these processes relate to academic and behavioral outcomes; (c) specific school and family factors that foster or inhibit the development of self-regulation and EF; and (d) how schools can contribute to improving student self-regulation skills. The chapter ends with implications for practice and future research on self-regulation and EF toward improving short- and long-term outcomes for students with high-incidence disabilities.

Original language	English (US)
Title of host publication	Handbook of Special Education Research, Volume I
Subtitle of host publication	Theory, Methods, and Developmental Processes
Publisher	Taylor and Francis
Pages	285-298
Number of pages	14
ISBN (Electronic)	9781000579826
ISBN (Print)	9780367742676
DOIs	https://doi.org/10.4324/9781003156857-24
State	Published - Jan 1 2022

Bibliographical note

Publisher Copyright:
© 2022 selection and editorial matter, Thomas W. Farmer, Elizabeth Talbott, Kristen McMaster, David Lee, Terese C. Aceves; individual chapters, the contributors.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 10 Reduced Inequalities

Publisher link

10.4324/9781003156857-24

Find It

Find It at U of M Libraries

Cite this

@inbook{001b11e40c5644f28d83365d649aff37,

title = "Self-Regulation and Executive Function: The Foundation for Student Success",

abstract = "Self-regulation is critical for students' academic, emotional, and behavioral achievement and is reliant on executive function (EF) skills, a set of neurocognitive attention-regulation processes that develop throughout childhood and adolescence. The purpose of this chapter is to highlight (a) what is currently known about the self-regulation and EF development of students with disabilities; (b) how these processes relate to academic and behavioral outcomes; (c) specific school and family factors that foster or inhibit the development of self-regulation and EF; and (d) how schools can contribute to improving student self-regulation skills. The chapter ends with implications for practice and future research on self-regulation and EF toward improving short- and long-term outcomes for students with high-incidence disabilities.",

author = "Cumming, \{Michelle M.\} and Zelazo, \{Philip David\} and Smith, \{Stephen W.\} and Flores, \{Helen R.\}",

note = "Publisher Copyright: {\textcopyright} 2022 selection and editorial matter, Thomas W. Farmer, Elizabeth Talbott, Kristen McMaster, David Lee, Terese C. Aceves; individual chapters, the contributors.",

year = "2022",

month = jan,

day = "1",

doi = "10.4324/9781003156857-24",

language = "English (US)",

isbn = "9780367742676",

pages = "285--298",

booktitle = "Handbook of Special Education Research, Volume I",

publisher = "Taylor and Francis",

}

TY - CHAP

T1 - Self-Regulation and Executive Function

T2 - The Foundation for Student Success

AU - Cumming, Michelle M.

AU - Zelazo, Philip David

AU - Smith, Stephen W.

AU - Flores, Helen R.

PY - 2022/1/1

Y1 - 2022/1/1

N2 - Self-regulation is critical for students' academic, emotional, and behavioral achievement and is reliant on executive function (EF) skills, a set of neurocognitive attention-regulation processes that develop throughout childhood and adolescence. The purpose of this chapter is to highlight (a) what is currently known about the self-regulation and EF development of students with disabilities; (b) how these processes relate to academic and behavioral outcomes; (c) specific school and family factors that foster or inhibit the development of self-regulation and EF; and (d) how schools can contribute to improving student self-regulation skills. The chapter ends with implications for practice and future research on self-regulation and EF toward improving short- and long-term outcomes for students with high-incidence disabilities.

AB - Self-regulation is critical for students' academic, emotional, and behavioral achievement and is reliant on executive function (EF) skills, a set of neurocognitive attention-regulation processes that develop throughout childhood and adolescence. The purpose of this chapter is to highlight (a) what is currently known about the self-regulation and EF development of students with disabilities; (b) how these processes relate to academic and behavioral outcomes; (c) specific school and family factors that foster or inhibit the development of self-regulation and EF; and (d) how schools can contribute to improving student self-regulation skills. The chapter ends with implications for practice and future research on self-regulation and EF toward improving short- and long-term outcomes for students with high-incidence disabilities.

UR - https://www.scopus.com/pages/publications/85141619645

UR - https://www.scopus.com/pages/publications/85141619645#tab=citedBy

U2 - 10.4324/9781003156857-24

DO - 10.4324/9781003156857-24

M3 - Chapter

AN - SCOPUS:85141619645

SN - 9780367742676

SP - 285

EP - 298

BT - Handbook of Special Education Research, Volume I

PB - Taylor and Francis

ER -

Self-Regulation and Executive Function: The Foundation for Student Success

Abstract

Bibliographical note

UN SDGs

Publisher link

Find It

Other files and links

Fingerprint

Cite this