College of Public Health and Human Sciences

M. M. McClelland, Geldhof, G. J., Cameron, C. E., and Wanless, S. B., Development and Self-Regulation. Handbook of Child Psychology and Developmental Science, 7th ed., vol. 1. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015, pp. 1 - 43.

M. M. McClelland, Cameron, C. E., Wanless, S. B., and Murray, A., Executive function, self-regulation, and social-emotional competence: Links to school readiness. In O. N. Saracho & B. Spodek (Eds.). Charlotte, NC: Information Age, 2007, p. 83.

M. M. McClelland and Tominey, S. L., Stop, Think, Act: Integrating Self-regulation in the Early Childhood Classroom, 1st ed. Routledge, 2015, p. 142.

R. A. Settersten and McClelland, M. M., The study of human development: The future of the field. New York: Routledge, 2018.

R. A. Settersten, McClelland, M. M., and Miao, A., “Child Well-Being and the Life Course”, in Handbook of Child Well-Being, A. Ben-Arieh, Casas, F., Frønes, I., and Korbin, J. E., Eds. Dordrecht: Springer Netherlands, 2014, pp. 1679 - 1711.

K. MacTavish, McClelland, M. M., Gray, L. A., Bowman, S., Burgy, L., and Moran, P., “Community-linked teaching strategies: Promoting experiential learning in human services.”, in Human Services Education, vol. 26, 2006, pp. 99-111.

M. M. McClelland, Cameron, C. E., and Alonso, J., “The Development of Self-Regulation in Young Children”, in The SAGE Handbook of Developmental Psychology and Early Childhood Education, 1st ed., SAGE, 2019, pp. 471-486.

M. M. McClelland, Cameron, C., Wanless, S., and Murray, A., “Executive function, self-regulation, and social-emotional competence: Links to school readiness”, in Contemporary Perspectives on Research in Social Learning in Early Childhood Education, Charlotte, NC: Information Age, 2007, pp. 83-107.

G. Díaz and McClelland, M. M., “Latino Families and Schools: Identifying Challenges and Highlighting Strengths to Support Children’s Early Learning”, in Academic Socialization of Young Black and Latino Children, S. Sonnenschein and Sawyer, B. E., Eds. Cham: Springer International Publishing, 2018, pp. 121 - 139.

M. M. McClelland, Geldhof, G. J., Morrison, F. J., Gestsdottir, S., Cameron, C., Bowers, E. P., Duckworth, A., Little, T. D., and Grammer, J., “Self-Regulation”, in Handbook of Life Course Health Development, 1st ed., Springer International Publishing, 2018, pp. 275-298.

M. M. McClelland, Ahmadi, A., and Wanless, S. B., “Self-regulation”, in Reference Module in Neuroscience and Biobehavioral Psychology, Elsevier, 2022.

F. J. Morrison, Ponitz, C. C., and McClelland, M. M., “Self-regulation and academic achievement in the transition to school. In S. D. Calkins & M. Bell (Eds).”, in Child development at the intersection of emotion and cognition, Washington, DC: American Psychological Association., 2010, pp. 203-224.

M. M. McClelland, Ponitz, C. C., Messersmith, E., and Tominey, S. L., “Self-regulation: The integration of cognition and emotion”, in In R. Lerner (Series Ed.) & W. Overton (Vol. Ed.), Handbook of life-span development., vol. 1, Hoboken, NJ: Wiley & Sons, 2010, pp. 509-553.

M. M. McClelland and Scalzo, C., “Social skills deficits”, in Clinician's handbook of child behavioral assessment, San Diego, CA: Elsevier, 2006, pp. 313-335.

M. Nolan, Gore, S., Tominey, S. L., Olsen, S. G., and McClelland, M. M., “Supporting the Development of Emotion Regulation in Young Children”, in Contemporary Issues in Perinatal Education, 1st ed., London: Routledge, 2022, pp. 85 - 91.

H. - L. A. Tsai, McClelland, M. M., Pratt, C., and Squires, J., “Adaptation of the 36-Month Ages and Stages Questionnaire in Taiwan: Results From a Preliminary Study”, Journal of Early Intervention, vol. 28, no. 3, pp. 213 - 225, 2006.

J. Cadima, Gamelas, A. M., McClelland, M. M., and Peixoto, C., “Associations Between Early Family Risk, Children’s Behavioral Regulation, and Academic Achievement in Portugal”, Early Education and Development, vol. 26, no. 5-6, pp. 708 - 728, 2015.

R. Distefano, Galinsky, E., McClelland, M. M., Zelazo, P. David, and Carlson, S. M., “Autonomy-supportive parenting and associations with child and parent executive function”, Journal of Applied Developmental Psychology, vol. 58, pp. 77 - 85, 2018.

S. B. Wanless, McClelland, M. M., Acock, A., Chen, F. - M., and Chen, J. - L., “Behavioral Regulation and Early Academic Achievement in Taiwan”, Early Education & Development, vol. 22, no. 1, pp. 1 - 28, 2011.

D. R. Becker, Miao, A., Duncan, R., and McClelland, M. M., “Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement”, Early Childhood Research Quarterly, vol. 29, no. 4, pp. 411 - 424, 2014.

A. von Suchodoletz, Gestsdóttir, S., Wanless, S. B., McClelland, M. M., Birgisdottir, F., Gunzenhauser, C., and Ragnarsdottir, H., “Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland”, Early Childhood Research Quarterly, vol. 28, no. 1, pp. 62 - 73, 2013.

R. A. Settersten and McClelland, M. M., “Being Human in Hard Times”, Research in Human Development, vol. 15, no. 3-4, pp. 182 - 186, 2018.

C. E. Cameron, Kim, H., Duncan, R. J., Becker, D. R., and McClelland, M. M., “Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten”, Journal of Applied Developmental Psychology, vol. 62, pp. 135 - 144, 2019.

Dten Braak, Størksen, I., Idsoe, T., and McClelland, M. M., “Bidirectionality in self-regulation and academic skills in play-based early childhood education”, Journal of Applied Developmental Psychology, vol. 65, p. 101064, 2019.

J. Tua Karing, Tracy, A. N., Gonzales, C. R., Nancarrow, A. F., Tomayko, E. J., Tominey, S. L., Escobar, H., and McClelland, M. M., “Breastfeeding, Early Self-Regulation, and Academic Achievement in Kindergarten Among Disadvantaged Children.”, Matern Child Health J, 2021.