Self-Regulation - Annotated Bibliography

An annotated bibliography discussing the importance of self-regulation skills in early childhood and their impact on academic achievements. Critiques of six different articles by experts in the field are summarized.

Running head: SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
Name of the Student
Name of the University
Author Note

1SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
Introduction
The self-regulatory skills are an important part in the development of the academic skills
of the concerned student. The following annotated bibliography aims to discuss the issues in
response to the skills that are developed among the toddlers. The following annotated
bibliography attempts a review on the studies that were undertaken by the eminent experts in the
matter. The following discussion opens with a critique on six different articles that are related to
the importance of the self-regulation skills during the early childhood. The discussion then
proceeds to summarize the findings and the observations of the articles in discussion.

2SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
Critiques
Article authors
and date
Research question and
methodology
Research quality Key findings Key implications
1. Becker et al.
(2014)
 The research
aimed to discuss
whether the
engagement of the
children during the
recess times in the
play activities is
related to the
development of
the qualities of
self-regulation.
 The research
quality that is
depicted within
the given article
is sound in
nature.
 The findings of
the study cannot
be generalized
due to the small
sample size.
 The study
revealed that the
 The children
seem to achieve
better self-
regulatory
techniques in
cases where the
children
depicted a
higher level of
sports
activities.
 The findings of the
study might assist
the concerned
parents on the
involvement of the
concerned children
in the play
activities (Carson
et al., 2016).
However, the
authors suggest
that more research
is required for

3SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
higher levels of
the physical
activities among
the children,
however led to
the lowering of
their contribution
in the fields of
mathematics and
other fields of
emergent literacy
(Mierau et al.,
2014).
discussing the
effect of the play
activities of the
concerned students
on their academic
capabilities.
2. Gilmore and
Cuskelly, (2017)
 The authors of the
article majorly
focus on the
individuals who
 The research
quality that is
depicted within
the given article
 The article
suggests that
though the
discussed
 The study reveals
that the patience
among the parents
and the educators

4SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
have been
suffering from the
Down syndrome.
The article aims to
deal with the self-
regulation and the
mastery
motivation on the
adult results for
the people who
have been affected
by the Down
Syndrome.
is sound in
nature.
 The findings of
the study cannot
be generalized
due to the small
sample size.
 The study aims to
discuss the
factors that are
related to the
individual
characteristics of
the concerned
individual.
 The study faces
certain limitations
factors do not
tend to bear
similarity
among
themselves, yet
they do have a
greater
influence on the
future lives of
the individual.
might assist the
concerned students
in the development
of the various
academic as well
as the social skills
(Hauser-Cram,
Woodman &
Heyman, 2014).

5SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
due to the fact
that the sample
size that was
considered for the
study was
extremely low
(Józsa et al.,
2017). Thus, the
findings of the
study cannot be
generalized.
3. Pears et al. (2015)  The authors in this
article attempt a
discussion on the
matters that
pertain to the
difficulties that are
 The research
quality that is
depicted within
the given article
is sound in
 The major
findings of the
article state that
the fact that the
transitions
during the
 The concerned
study in discussion
helps the parents
as well as the
educators of the
concerned child to

6SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
faced by the
children at the
onset of their
school lives.
nature.
 The findings of
the study can be
generalized due
to the large
sample size. The
authors of the
article had
studied over 209
children as well
as their families.
The participants
of the study were
divided four
different yearly
cohorts. The
cohorts contained
kindergarten
days might
affect the
psyche of the
concerned
children in a
negative
manner.
implement the
measures that
might help the
child with the
transition of the
concerned students
from one school to
the other (Pears et
al., 2016).

7SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
of 50 – 55
members each.
The authors took
the help of the
ESCE services
that are dedicated
for the young
children
 The impacts of
the article reveal
the fact that the
transitions during
the kindergarten
days might affect
the psyche of the
concerned
children in a

8SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
negative manner
(McDermott et
al., 2018).
4. Sawyer et al.,
(2015)
 The authors of the
article tend to shed
light on the
association that
exists among the
two different
aspects related to
the self-regulation
among the
students in the
kindergarten
years.
 The research
quality that is
depicted within
the given article
is sound in
nature.
 The study had
been completed
by taking into
consideration the
responses that
were put forth by
the parents of the
concerned
 The findings of
the study
indicated that
the concerned
children might
improve the
task
attentiveness by
improving their
skills in the
subjects like
mathematics.
 The implications
of study might be
useful in bringing
about a certain
improvement in
the task
attentiveness as
well as the
regulation of the
emotions as
depicted by the
concerned
students.

9SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
children.
 The findings of
the study
indicated that the
concerned
children might
improve the task
attentiveness by
improving their
skills in the
subjects like
mathematics
(Williams et al.,
2016).
5. Schmitt et al.,
(2015)
 Schmitt et al.,
(2015) attempts a
 The findings of
the study cannot
 The findings of
the study
 The implications
of the study reveal

10SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
discussion on the
matters that
pertain to the
efficacy of the
intervention of the
self-regulation
among the various
students who have
been experiencing
risks in the matters
of the
demography.
be generalized
due to the small
sample size. The
study was
conducted on the
small sample size
of 276 children
who have been
put in to 14
different head
start classrooms.
 The implications
of the study
indicate that the
children
subjected to the
various
involve the
facts that the
concerned
intervention
might help in
the academic
achievement
and the self-
regulatory
activities of the
students who
have been
pursuing their
education at the
kindergarten
levels.
the fact that the
students who have
been involved in
the various
intervention
groups have better
skills of self-
regulation
(McClelland et al.,
2014).

11SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
intervention
groups reveal a
better self-
regulation than
those who have
been a part of the
control groups.
 The limitations of
the study relate to
the facts that the
intervention
games were
implemented by
the research
assistants and not
by the teachers
(Montroy et al.,

12SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
2014).
6.Willis and
Dinehart, (2014)
 The study sheds
light on the
matters that are
related to the
development of
the matters
contemplative
practices that are
adopted by the
concerned
children as a tool
that is viable for
the
implementation of
the self-regulatory
methods.
 The research
quality that is
depicted within
the given article
is sound in
nature.
 The research
finds the possible
implementation
in the various
schools and the
other educational
institutions
wherein the stress
is laid on the
development of
 The findings of
the literature
review suggest
that the
development of
the skills of the
self-regulation
and the
academic
achievements
are interlinked.
 The implications
of the study can be
pointed out
through the
implementation of
the theoretical
practices in order
to help in the
facilitation of the
self-regulatory
skills in the
concerned
children.

13SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
the self-
regulatory skills
as well as the
academic
achievements of
the concerned
students (Kangas,
Ojala &
Venninen, 2015).

14SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
Summary
The above discussion on the various practices related to the development of the self-
regulatory skills reveals that the children should be made to practice these skills in order to help
them improve their efficiency. The studies reveal that the skills of self-regulation are directly
linked to the academic achievements of the concerned students (Tarrasch, 2018). The findings of
the studies reveal the fact that the self-regulatory skills that are implemented by the various
educational institutions help in the matters that pertain to the overall development of the child.
Becker et al. (2014) aims to discuss the impact of the physical activities of the children
on the matters related to the achievements of the concerned students in the fields of academics.
The study impacted the general discussions on the matters that aim to deal with the effects of the
excessive physical activities of the children on their self-regulatory abilities and the academic
abilities of the concerned students. The study revealed that the children seem to achieve better
self-regulatory techniques in cases where the children depicted a higher level of sports activities.
The findings of the study might help the educators as well as the guardians of the concerned
student to discuss the impacts of the sports and play activities of the concerned student on the
self-regulatory activities undertaken by the children. The article by Gilmore and Cuskelly, (2017)
aims to focus on the matters that are related to the contribution that is made by the motivation of
mastery and the self-regulation. The study aims to discuss the factors that are related to the
individual characteristics of the concerned individual. The article aims to discuss the contribution
of the individual characteristics as depicted by the subjects on the effectivity in the functioning in
the adult ages. The study revealed the fact the self-determination among the adults suffering
from the Down Syndrome is highly affected by the matters that are related to the self-regulation

15SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
and the mastery motivation. The other factors that might assist the students in their development
are the qualities of persistence and the self determination of the concerned students.
The article by Pears et al. (2015) focusses on the problems that are faced by the students
who have been suffering from the various learning disabilities. The study also focusses on the
children who have been troubled with the difficulties in their behaviors. The study further reveals
that the improvement of the literacy within the concerned children might also affect the
improvement in the task attentiveness of the concerned child. The other factor that is discussed
within the study is the fact that the students as well as the families might be affected in a positive
manner by implementing certain interventions. The findings of the article confirm the fact that
the implementations of certain interventions might help the factors that are related to the
improvement of the positivity among the students who have been going through the transition
during their kindergarten days.
Sawyer et al. (2015) state that the emotional regulation of the various students and the
task attentiveness of the children affect the academic achievement of the concerned student
groups in discussion. The study suggests that further research is required in the association that
exists among the two different aspects related to the self-regulation among the students in the
kindergarten years, the emotional regulation of the various students and the task attentiveness of
the children. The study further reveals that the improvement of the literacy within the concerned
children might also affect the improvement in the task attentiveness of the concerned child. The
study further reveals the fact that the improvement of the emotional regulation might affect the
academic results of the concerned students in relatively small patterns. The findings of the article
might help the concerned educators and the guardians to help the development of the self-
regulation within the given student (Gialamas et al., 2014).

16SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
Schmitt et al., (2015) attempts a discussion on the incorporation of the children at the
various schools that are situated all over the country. The study in discussion might be
implemented in the real-life scenarios in order to improve the factors that are related to the
incorporation of the students in the concerned schools. The non-involvement of the parents of the
concerned children in the intervention activities might also be considered to be one of the major
limitations of the study. The findings of the study might be implemented in the real-life scenarios
among the various students who have been attending the kindergarten schools before getting
enrolled into the junior schools. Willis and Dinehart, (2014) attempts a discussion on the matters
that pertain to the development of the skills of the self-regulation among the children who are
classified to be in the stage of their early childhood. The findings of the study can be generalized
due to the fact that the article tends to use the secondary analysis for reviewing the literature that
is existent within the given field of knowledge. The study suggests that further research is
required in the fields of self-regulation and academic achievements of the students. The study
suggests the bridging of the gap between the theoretical matters and the practical
implementations in the fields might help in the overall development of the concerned children.
Conclusion
Thus, from the above discussion it might be pointed out that the self-regulatory skills are
important for the overall development for the concerned child. The self-regulatory skills might
help the child to bring about a development in the overall academic achievements of the
concerned child. The studies further reveal that the non-involvement of the parents of the
concerned children in the intervention activities might lead to the gap in the communication of
the proper method of engaging a child in the educational and academic matters.

17SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
References
Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-
regulation, and early academic achievement in preschool children. Early Education &
Development, 25(1), 56-70.
Carson, V., Hunter, S., Kuzik, N., Wiebe, S. A., Spence, J. C., Friedman, A., Tremblay, M.S.,
Slater, L. & Hinkley, T. (2016). Systematic review of physical activity and cognitive
development in early childhood. Journal of Science and Medicine in Sport, 19(7), 573-
578.
Gialamas, A., Sawyer, A. C., Mittinty, M. N., Zubrick, S. R., Sawyer, M. G., & Lynch, J. (2014).
Quality of childcare influences children's attentiveness and emotional regulation at school
entry. The journal of pediatrics, 165(4), 813-819.
Gilmore, L., & Cuskelly, M. (2017). Associations of child and adolescent mastery motivation
and self-regulation with adult outcomes: a longitudinal study of individuals with Down
syndrome. American journal on intellectual and developmental disabilities, 122(3), 235-
246.
Hauser-Cram, P., Woodman, A. C., & Heyman, M. (2014). Early mastery motivation as a
predictor of executive function in young adults with developmental disabilities. American
journal on intellectual and developmental disabilities, 119(6), 536-551.
Józsa, K., Barrett, K. C., Józsa, G., Kis, N., & Morgan, G. A. (2017). Development and initial
evaluation of an individualized moderately challenging computer-tablet mastery
motivation measure for 3-8 yearolds. Hungarian Educational Research Journal, 7(2),
106-126.

18SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
Kangas, J., Ojala, M., & Venninen, T. (2015). Children’s self-regulation in the context of
participatory pedagogy in early childhood education. Early Education and
Development, 26(5-6), 847-870.
McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt,
M. E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-
shoulders task. Frontiers in psychology, 5, 599.
McDermott, J. M., Pears, K. C., Bruce, J., Kim, H. K., Roos, L., Yoerger, K. L., & Fisher, P. A.
(2018). Improving kindergarten readiness in children with developmental disabilities:
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Child, 7(3), 187-199.
Mierau, A., Hülsdünker, T., Mierau, J., Hense, A., Hense, J., & Strüder, H. K. (2014). Acute
exercise induces cortical inhibition and reduces arousal in response to visual stimulation
in young children. International Journal of Developmental Neuroscience, 34, 1-8.
Montroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem
behaviors as mediators of the relationship between behavioral self-regulation and
academic achievement. Early Childhood Research Quarterly, 29(3), 298-309.
Pears, K. C., Kim, H. K., Fisher, P. A., & Yoerger, K. (2016). Increasing pre-kindergarten early
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Pears, K. C., Kim, H. K., Healey, C. V., Yoerger, K., & Fisher, P. A. (2015). Improving child
self-regulation and parenting in families of pre-kindergarten children with developmental
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19SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
Sawyer, A. C. P., Chittleborough, C. R., Mittinty, M. N., Miller‐Lewis, L. R., Sawyer, M. G.,
Sullivan, T., & Lynch, J. W. (2015). Are trajectories of self‐regulation abilities from ages
2–3 to 6–7 associated with academic achievement in the early school years?. Child: care,
health and development, 41(5), 744-754.
Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengthening
school readiness for Head Start children: Evaluation of a self-regulation
intervention. Early Childhood Research Quarterly, 30, 20-31.
Tarrasch, R. (2018). The Effects of Mindfulness Practice on Attentional Functions Among
Primary School Children. Journal of Child and Family Studies, 1-11.
Williams, K. E., Nicholson, J. M., Walker, S., & Berthelsen, D. (2016). Early childhood profiles
of sleep problems and self‐regulation predict later school adjustment. British Journal of
Educational Psychology, 86(2), 331-350.
Willis, E., & Dinehart, L. H. (2014). Contemplative practices in early childhood: implications for
self-regulation skills and school readiness. Early Child Development and Care, 184(4),
487-499.