College of Public Health and Human Sciences

I. Størksen, Ellingsen, I. T., Wanless, S. B., and McClelland, M. M., “The Influence of Parental Socioeconomic Background and Gender on Self-Regulation Among 5-Year-Old Children in Norway”, Early Education and Development, pp. 1 - 22, 2014.

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.

R. Lenes, Gonzales, C. R., Størksen, I., and McClelland, M. M., “Children's Self-Regulation in Norway and the United States: The Role of Mother's Education and Child Gender Across Cultural Contexts.”, Front Psychol, vol. 11, p. 566208, 2020.

R. Lenes, McClelland, M. M., Braak, Dten, Idsøe, T., and Størksen, I., “Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway”, Early Childhood Research Quarterly, vol. 53, pp. 612 - 624, 2020.

M. Rege, Størksen, I., Solli, I. F., Kalil, A., McClelland, M. M., Braak, Dten, Lenes, R., Lunde, S., Breive, S., Carlsen, M., Erfjord, I., and Hundeland, P. Sigurd, “The Effects of a Structured Curriculum on Preschool Effectiveness: A Field Experiment”, Journal of Human Resources, pp. 0220-10749R3, 2021.