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Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement

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Description:
A study of the relationships among children's self regulation style, disruptive behavior, letter-word identification ability, mathematical skills, phonological awareness, inhibitory control, age, gender, and Head Start attendance, based on data from sample of 926 3-through 5-year-olds from Head Start and child care programs within a 60-mile radius of the University of North Carolina-Chapel Hill
Resource Type:
Reports & Papers
Country:
United States
State(s):
North Carolina

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