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M. M. McClelland and Cameron, C. E., Self-regulation and academic achievement in elementary school children., New directions for child and adolescent development, vol. 2011, no. 133, pp. 29-44, 2011.
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. M. McClelland and Cameron, C. E., Developing together: The role of executive function and motor skills in children’s early academic lives, Early Childhood Research Quarterly, vol. 46, pp. 142 - 151, 2019.
M. M. McClelland, Acock, A., Piccinin, A., Rhea, S. Ann, and Stallings, M. C., Relations between preschool attention span-persistence and age 25 educational outcomes, Early Childhood Research Quarterly, 2012.
M. M. McClelland and Schmitt, S. A., Social cognition: Comments on Hughes and Lecce. In R. E. Tremblay, R. B. Barr, R. DeV Peters, & M. Boivin, Encyclopedia on Early Childhood Development [online], 2010.
M. M. McClelland and Morrison, F. J., The emergence of learning-related social skills in preschool children, Early Childhood Research Quarterly, vol. 18, no. 2, pp. 206 - 224, 2003.
M. M. McClelland, Tominey, S. L., Schmitt, S. A., Hatfield, B. E., Purpura, D. J., Gonzales, C. R., and Tracy, A. N., Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children From Low-Income Backgrounds, Frontiers in Psychology, vol. 10, 2019.
M. M. McClelland and Wanless, S. B., Growing Up With Assets and Risks: The Importance of Self-Regulation for Academic Achievement, Research in Human Development, vol. 9, no. 4, pp. 278 - 297, 2012.
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, Tominey, S. L., Schmitt, S. A., and Duncan, R., SEL Interventions in Early Childhood, The Future of Children, vol. 27, pp. 33–47, 2017.
M. M. McClelland, Acock, A., Piccinin, A., Rhea, S. Ann, and Stallings, M. C., Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes., Early childhood research quarterly, vol. 28, no. 2, pp. 314-324, 2012.
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, Cameron, C. E., Wanless, S. B., Murray, A., Saracho, O. N., and Spodek, B., Executive function, behavioral self-regulation, and social-emotional competence, Contemporary perspectives on social learning in early childhood education, vol. 1, pp. 113–137, 2007.
M. M. McClelland and Tominey, S. L., The development of self-regulation and executive function in young children., Zero to Three Journal, vol. 35, no. 2, pp. 2-8, 2014.
M. M. McClelland and Wanless, S. B., Introduction to the Special Issue: Self-Regulation Across Different Cultural Contexts, Early Education and Development, vol. 26, no. 5-6, pp. 609 - 614, 2015.
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.
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 and Tominey, S. L., Introduction to the Special Issue on Self-Regulation in Early Childhood, Early Education & Development, vol. 22, no. 3, pp. 355 - 359, 2011.
M. M. McClelland and Cameron, C. E., Self-Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures, Child Development Perspectives, vol. 6, no. 2, pp. 136 - 142, 2012.
M. M. McClelland and Tominey, S. L., Stop, Think, Act: Integrating Self-regulation in the Early Childhood Classroom, 1st ed. Routledge, 2015, p. 142.
M. M. McClelland and Tominey, S. L., A good match?, Nursery World, vol. 2015, no. 22, pp. 34 - 35, 2015.
M. M. McClelland and Gray, L. A., The evaluation of three teaching strategies for a large undergraduate course in human development and family studies, Journal of Teaching in Marriage and Family, vol. 6, pp. 306-329, 2007.
M. M. McClelland, Morrison, F. J., and Holmes, D. L., Children at risk for early academic problems: the role of learning-related social skills, Early Childhood Research Quarterly, vol. 15, no. 3, pp. 307 - 329, 2000.
M. M. McClelland and Cameron, C. E., Self-Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures, Child Development Perspectives, vol. 6, no. 2, pp. 136 - 142, 2011.
M. M. McClelland, Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., and Pratt, M. E., Predictors of early growth in academic achievement: the head-toes-knees-shoulders task, Frontiers in Psychology, vol. 5, 2014.

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