Publications

The Kindergarten Readiness Research Program

2024

Cameron, C., McClelland, M. M., Grammer, J. & Morrison, F. J. (in press). Self-regulation and academic achievement. In M. Posner (Series Ed.) & M. Bell (Vol. Eds.), Development at the intersection of emotion and cognition (2nd edition). Washington, D.C.: American Psychological Association.

Cameron, C. E., McClelland, M. M., Kwan, T., Starke, K., Lewis-Jones, T. (2024). HTKS-Kids: A Tablet-Based Measure of Self-Regulation to Equitably Assess Preschoolers’ School Readiness. Frontiers in Psychology, Educational Psychology. doi: 10.3389/fpsyg.2023.1202239.

Diaz, G. & McClelland, M. M. (2024). Dual Language Learners: Influence of parent education & mobility on school readiness. Applied Developmental Psychology. doi: 10.1016/j.appdev.2023.101605.

Sung, M-C., McClelland, M. M., Massey, W., Logan, S. W., MacDonald, M. (2024). Association between Motor Skills and Executive Function of Children with Autism Spectrum Disorder in Taiwan and the United States. Frontiers in Public Health, section Children and Health. doi: 10.3389/fpubh.2023.1292695.

2023

Ahmadi, A., Chuang, S. S., McClelland, M. M., Gonzales, C. R., Beh-Pajooh, A. (2023). Executive functioning and early math skills in young children at risk for mathematical difficulties: Evaluation of interventions efficacy and transfer effects. Early Education and Development. doi: 10.1080/10409289.2023.2298166.

Fernandes, V. R, Becker, D. R., McClelland, M. M., & Deslandes, A. C., & (2023). Head-Toes-Knees-Shoulders task and EF in two samples of adolescents in Brazil and United States. Frontiers in Psychology, doi: 10.3389/fpsyg.2023.1149053.

Kenny, S., Cameron, C. E., Tua Karing, J., Ahmadi, A., Braithwaite, P. N., McClelland, M. M. (2023). A meta-analysis of the validity of the Head-Toes-Knees-Shoulders task in predicting young children’s academic performance. Frontiers in Psychology, Educational Psychology. doi: 10.3389/fpsyg.2023.1124235.

McClelland, M. M., Ahmadi, A., & Wanless, S. B. (2023). Self-regulation. In: Reference Module in Neuroscience and Biobehavioral Psychology. Reference Module in Neuroscience and Biobehavioral Psychology. Elsevier, 176-184. In Elsevier eBooks (pp. 176–184). doi: 10.1016/b978-0-323-91497-0.00042-4.

Merculief, A., Lipscomb, S., McClelland, M. M., Geldhof., G. J., Tsethlikai, M. (2023). Nurturing resilience in AI/AN preschool children: The role of cultural socialization, executive function, and neighborhood risk. Frontiers in Psychology, Developmental Psychology. doi: 10.3389/fpsyg.2023.1279336.

Miller, A. L., Palmer, K. K., Wang, L., Wang, C., Riley, H. O., McClelland, M. M., & Robinson, L. E. (2023). Mastery‐oriented motor competence intervention improves behavioral but not cognitive self‐regulation in head start preschoolers: Randomized controlled trial results. Scandinavian Journal of Medicine & Science in Sports, 33(5), 725–736. doi: 10.1111/sms.14294. PubMed: 36577657.

Thompson, P. N., Tomayko, E. J., Gunter, K. B., Schuna, J. M., & McClelland, M. M. (2023). Impacts of the four-day school week on early elementary achievement. Early Childhood Research Quarterly, 63, 264–277. doi: 10.1016/j.ecresq.2022.12.009.

2022

Burchinal, M., Krowka, S., Newman-Gonchar, R., Jayanthi, M., Gersten, R., Wavell, S., Lyskawa, J., Haymond, K., Bierman, K., Gonzalez, J. E., McClelland, M. M., Nelson, K., Pentimonti, J., Purpura, D. J., Sachs, J., Sarama, J., Schlesinger-Devlin, E., Washington, J., & Rosen, E. (2022). Preparing Young Children for School (WWC 2022009). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from https://whatworks.ed.gov/.

Castelo, R. J., Meuwissen, A. S., Distefano, R., McClelland, M. M., Galinsky, E., Zelazo, P. D., & Carlson, S. M. (2022). Parent provision of choice is a key component of autonomy support in predicting child executive function skills. Frontiers in Psychology, 12. doi: 10.3389/fpsyg.2021.773492.

Caughy, M. O., Brinkley, D. Y., Pacheco, D., Rojas, R., Miao, A., Contreras, M. M., Owen, M. T., Easterbrooks, M. A., & McClelland, M. M. (2022). Self-regulation development among young Spanish-English dual language learners. Early Childhood Research Quarterly, 60, 226–236. doi: 10.1016/j.ecresq.2022.02.004. PubMed: 35496376.

Finders, J. K., Geldhof, G. J., Dahlgren, J. A., Olsen, S. G., & McClelland, M. M. (2022). Revisiting age- and schooling-related growth in school readiness skills: A multimethod validation study. Developmental Psychology, 58(10), 1947–1961. doi: 10.1037/dev0001402. PubMed: 35666928.

Lenes, R., Størksen, I., McClelland, M. M., & Idsøe, T. (2022). The role of mother’s education and child gender for children’s vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway. European Early Childhood Education Research Journal, 30(3), 403–422. doi: 10.1080/1350293x.2022.2055101.

Tominey, S., L., Olsen, S. G., & McClelland, M. M. (2022). Supporting the Development of Emotion Regulation in Young Children: Role of the Parent–Child Attachment Relationship. In Nolan, M., & Gore, S. (Eds.) Contemporary Issues in Perinatal Education: Knowledge into Practice (1st ed.). Routledge. doi: 10.4324/9781003223771.

2021

Finders, J. K., McClelland, M. M., Geldhof, G. J., Rothwell, D. W., & Hatfield, B. E. (2021). Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills. Early Childhood Research Quarterly, 54, 72–85. doi: 10.1016/j.ecresq.2020.07.008.

Gonzales, C. R., Bowles, R. P., Geldhof, G. J., Cameron, C. E., Tracy, A., & McClelland, M. M. (2021). The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects. Early Childhood Research Quarterly, 56, 320–332. doi: 10.1016/j.ecresq.2021.03.008.

Gonzales, C. R., Merculief, A., McClelland, M. M., & Ghetti, S. (2021). The development of uncertainty monitoring during kindergarten: Change and longitudinal relations with executive function and vocabulary in children from low‐income backgrounds. Child Development, 93(2), 524–539. doi: 10.1111/cdev.13714. PubMed: 34889459.

Karing, J. T., Tracy, A., Gonzales, C. R., Nancarrow, A. F., Tomayko, E. J., Tominey, S. L., Escobar, H., & McClelland, M. M. (2021). Breastfeeding, early Self-Regulation, and academic achievement in kindergarten among disadvantaged children. Maternal and Child Health Journal, 25(11), 1766–1775. doi: 10.1007/s10995-021-03193-5. PubMed: 34424455.

Li, T., McClelland, M. M., Tominey, S. L., & Tracy, A. (2021). Cost-Effectiveness analyses on various models of the Red Light, Purple Light Self-Regulation intervention for young children. Frontiers in Psychology, 12. doi: 10.3389/fpsyg.2021.711578.

McClelland, M. M., Gonzales, C. R., Cameron, C. E., Geldhof, G. J., Bowles, R. P., Nancarrow, A. F., Merculief, A., & Tracy, A. (2021). The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children. Frontiers in Psychology, 12. doi: 10.3389/fpsyg.2021.721846. PubMed: 34557135.

Patwardhan, I., Nelson, T. D., McClelland, M. M., & Mason, W. A. (2021). Childhood Cognitive Flexibility and Externalizing and Internalizing Behavior Problems: Examination of Prospective bidirectional associations. Research on Child and Adolescent Psychopathology, 49(4), 413–427. doi: 10.1007/s10802-020-00757-x. PubMed: 33404943.

Rege, M., Størksen, I., Solli, I. F., Kalil, A., McClelland, M. M., Braak, D. T., Lenes, R., Lunde, S., Breive, S., Carlsen, M., Erfjord, I., & Hundeland, P. S. (2021). The effects of a structured curriculum on preschool Effectiveness: A field experiment. Journal of Human Resources, 0220-10749R3. doi: 10.3368/jhr.0220-10749r3.

Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R. J., & McClelland, M. M. (2021). Commentary on Ellis et al. (2021). Journal of Numerical Cognition, 7(3), 476-478. doi: 10.5964/jnc.7341.

2020

Lenes, R., Gonzales, C. R., Størksen, I., & McClelland, M. M. (2020). Children’s Self-Regulation in Norway and the United States: The role of mother’s education and child gender across cultural contexts. Frontiers in Psychology, 11. doi: 10.3389/fpsyg.2020.566208. PubMed: 33132970.

Lenes, R., McClelland, M. M., Braak, D. T., Idsøe, T., & Størksen, I. (2020). Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway. Early Childhood Research Quarterly, 53, 612–624. doi: 10.1016/j.ecresq.2020.07.005.

Zakszeski, B., Hojnoski, R. L., Dever, B. V., DuPaul, G. J., & McClelland, M. M. (2020). Early Elementary Trajectories of Classroom Behavior Self-Regulation: prediction by student characteristics and malleable contextual factors. School Psychology Review, 49(2), 161–177. doi: 10.1080/2372966x.2020.1717373.

2019

Braak, D. T., Størksen, I., Idsøe, T., & McClelland, M. M. (2019). Bidirectionality in self-regulation and academic skills in play-based early childhood education. Journal of Applied Developmental Psychology, 65, 101064. doi: 10.1016/j.appdev.2019.101064.

Cameron, C. E., Kim, H., Duncan, R. J., Becker, D. R., & McClelland, M. M. (2019). Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten. Journal of Applied Developmental Psychology, 62, 135–144. doi: 10.1016/j.appdev.2019.02.004.

Cerino, E., Hooker, K., Stawski, R. S., & McClelland, M. M. (2019). A New Brief Measure of Executive Function: Adapting the Head-Toes-Knees-Shoulders Task to Older Adults. The Gerontologist, 59(4), e258–e267. doi: 10.1093/geront/gny028. PubMed: 29648598.

McClelland, M. M., & Cameron, C. E. (2019). Developing together: The role of executive function and motor skills in children’s early academic lives. Early Childhood Research Quarterly, 46, 142–151. doi: 10.1016/j.ecresq.2018.03.014.

McClelland MM, Cameron CE, Alonso J. (2019). The Development of Self-Regulation in Young Children. In: The SAGE Handbook of Developmental Psychology and Early Childhood Education. 1st ed. The SAGE Handbook of Developmental Psychology and Early Childhood Education. SAGE, 471-486. doi:10.4135/9781526470393.

McClelland, M. M., Tominey, S. L., Schmitt, S. A., Hatfield, B. E., Purpura, D. J., Gonzales, C. R., & Tracy, A. (2019). Red Light, Purple light! results of an intervention to promote school readiness for children from Low-Income backgrounds. Frontiers in Psychology, 10. doi: 10.3389/fpsyg.2019.02365.

Rege, M., Størksen, I., Solli, I. F., Kalil, A., McClelland, M. M., Braak, D. T., Lenes, R., Lunde, S., Breive, S., Carlsen, M., Erfjord, I., & Hundeland, P. S. (2019). Promoting Child Development in a Universal Preschool System: A field experiment. Social Science Research Network. doi: 10.2139/ssrn.3434830.

Whitebread, D., Grau, V., Kumpulainen, K., McClelland, M. M, Perry, N. & Pino-Pasternak, D. (2019). The SAGE handbook of developmental psychology and early childhood education. London: SAGE Publications. doi: 10.4135/9781526470393.

2018

Becker, D. R., McClelland, M. M., Geldhof, J. G., Gunter, K., & MacDonald, M. (2018). Open-skilled sport, sport intensity, executive function, and academic achievement in grade school children. Early Education and Development, 29, 939-955. doi: 10.1080/10409289.2018.1479079.

Cerino, E. S., Hooker, K., Stawski, R. S., & McClelland, M. M. (2018). Adapting the Head-Toes-Knees-Shoulders task to older adults: A psychometric evaluation of a measure of processing speed, attention, and inhibitory control. The Gerontologist. doi: 10.1093/geront/gny028.

Diaz, G., & McClelland, M. M. (2018). Latino families and schools: Identifying challenges and highlighting strengths to support children’s early learning. In S. Sonnenschein & B. Sawyer (Eds). Academic Socialization of Young Black and Latino Children. New York: Springer.

Distefano, R., Galinsky, E., McClelland, M. M., Zelazo, P. D., & Carlson, S. M. (2018). Autonomy-supportive parenting and associations with child and parent executive function. Journal of Applied Developmental Psychology, 58, 77–85. doi: 10.1016/j.appdev.2018.04.007.

Duncan, R. J., Schmitt, S. A., Burke, M., & McClelland, M. M. (2018). Combining a kindergarten readiness summer program with a self-regulation intervention improves school readiness. Early Childhood Research Quarterly, 42, 291–300. doi: 10.1016/j.ecresq.2017.10.012.

Settersten, R. A., Jr. & McClelland, M. M. (2018). Being human in hard times. Research in Human Development, 15, 182-186. doi: 10.1080/15427609.2018.1513123.

2017

Diaz, G. & McClelland, M. M. (2017). The influence of parenting on Mexican American children’s self-regulation. PsyCh Journal, 6, 43-56. doi: 10.1002/pchj.158.

Duncan, R. J., McClelland, M. M., & Acock, A. C. (2017). Relations between executive function, behavioral regulation, and achievement: Moderation by family income. Journal of Applied Developmental Psychology, 49, 21-30. doi: 10.1016/j.appdev.2017.01.004.

Galinsky, E., Bezos, J., McClelland, M. M., Carlson, S. M., & Zelazo, P. D. (2017). Civic science for public use: Mind in the Making and Vroom. Child Development. doi: 10.1111/cdev.12892.

Gunzenhauser, C., von Suchodoletz, A., & McClelland, M. M. (2017). Measuring cognitive reappraisal and expressive suppression in children: A parent-rating version of the emotion regulation questionnaire. European Journal of Developmental Psychology, 14(4), 489-497. doi: 10.1080/17405629.2016.1236018.

Lipscomb, S. T., McClelland, M. M., MacDonald, M., Cardenas, A., Anderson, K. A., & Kile, M. L. (2017). Cross-sectional study of social behaviors in preschool children and exposure to flame retardants. Environmental Health, 16(1), 23. doi: 10.1186/s12940-017-0224-6.

McClelland, M. M., Geldhof, J., Morrison, F. L., Gestsdóttir, S., Cameron, C. E., Bowers, E. J., Duckworth, A., Little, T. D., & Grammer, J. K. (2017). Self-Regulation. In N. Halfon, C. B. Forrest, R. M. Lerner, & E. M. Faustman (Eds.), Handbook of life course health development. New York: Springer Open, 275–298. doi: 10.1007/978-3-319-47143-3_12.

McClelland, M. M., Tominey, S. L., Schmitt, S.A., & Duncan, R. (2017). Social-emotional learning interventions in early childhood. Future of Children, 27(1), 33-48. http://www.jstor.org/stable/44219020.

Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R. J., & McClelland, M. M. (2017). Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-analytic approach. Journal of Educational Psychology, 109(8), 1120–1140. doi: 10.1037/edu0000193.

2016

MacDonald, M., Lipscomb, S., McClelland, M., Duncan, R., Becker, D., Anderson, K. & Kile, M. (2016). Relations of preschoolers’ visual motor and object manipulation skills with executive function and social behavior. Research Quarterly for Exercise & Sport. 87(4). 396-407. doi: 10.1080/02701367.2016.1229862.

McClelland, M. M., Diaz, G. Lewis, K. (2016). Self-regulation. In D. Couchenour, & J. K. Chrisman (Eds)., SAGE Encyclopedia of Contemporary Early Childhood Education. (pp. 1201-1204). Thousand Oaks, CA: Sage.

McClelland, M. M., Leve, L. D., & Pears, K. C. (2016). Preschool executive functions in the context of family risk. In J. Griffin, P. McCardle & L. Freund (Eds.), Executive Function in Preschool Age Children: Integrating Measurement, Neurodevelopment and Translational Research. American Psychological Association.

Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The development of self-regulation across early childhood. Developmental Psychology, 52(11), 1744–1762. doi: 10.1037/dev0000159.

Pratt, M. E., McClelland, M. M., Swanson, J., & Lipscomb, S. T. (2016). Family risk profiles and school readiness: A person-centered approach. Early Childhood Research Quarterly, 36, 462-474. doi: 10.1016/j.ecresq.2016.01.017.

2015

Cadima, J., Gamelas, A. M., McClelland, M. M., & Peixoto, C. (2015). Associations between early family risk, children’s behavioral regulation, and academic achievement in Portugal. Early Education and Development, 26(5–6), 708–728. doi: 10.1080/10409289.2015.1005729.

Day, S. L., Connor, C. M., Schatschneider, C. & McClelland, M. M. (2015). Children’s self-regulation and literacy: The impact of first grade classroom environment. Journal of School Psychology, 53,409-428. doi: 10.1016/j.jsp.2015.07.004.

McClelland, M. M., Wanless, S. B., & Lewis, K. W. (2015). Self-regulation. In (H. Friedman (Ed.) Encyclopedia of mental health (2nd ed.), San Diego, CA: Elsevier.

McClelland, M. M., Geldof, J., Cameron, C. E., & Wanless, S. B. (2015). Development and self-regulation. In Overton, W. F. & Molenaar, P. C. M. (Eds.). Theory and Method. Volume 1 of the Handbook of child psychology and developmental science. (7th ed.), Editor-in-Chief: Richard M. Lerner. Hoboken, NJ: Wiley.

McClelland, M. M., & Tominey, S. L. (2015). Stop, Think, Act: Integrating Self-regulation in the Early Childhood Classroom. London, UK: Taylor & Francis.

McClelland, M. M., & Wanless, S. B. (2015). Introduction to the special issue: Self-Regulation across different cultural contexts. Early Education and Development, 26(5-6), 609-614. doi: 10.1080/10409289.2015.1039436.

Pratt, M. E., Lipscomb, S. T., & McClelland, M. M. (2015). Caregiver responsiveness during preschool supports cooperation in kindergarten: Moderation by children’s early compliance. Early Education and Development, 1-19. doi: 10.1080/10409289.2016.1090767.

Rojas-Barahona, C. A., Förster, C. E., Moreno-Ríos, S., & McClelland, M. M. (2015). Improvement of working memory in preschoolers and its impact on early literacy skills: A study in deprived communities of rural and urban areas. Early Education and Development, 26(5-6), 871-892. doi: 10.1080/10409289.2015.1036346.

Schmitt, S. A., Finders, J. K., & McClelland, M. M. (2015). Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool. Early Education and Development, 26(2), 189-208. doi: 10.1080/10409289.2015.975033.

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. doi: 10.1016/j.ecresq.2014.08.001.

Tominey, S. L., Olsen, S. G., McClelland, M. M. (2015). Supporting the development of emotion regulation in young children: The important role of the parent-child attachment relationship. International Journal of Birth and Parent Education (IJBPE), 2(4), 23-26.