This is the author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis and can be found at: http://www.tandfonline.com/toc/hrhd20/current.This study examined children’s self-regulation, demographic risks [English Language Learner (ELL) status, being from a low-income family], and academic achievement longitudinally across four time points (fall and spring of the prekindergarten and kindergarten years). Findings suggested that assets such as high self-regulation in the fall of prekindergarten were significantly related to children’s academic achievement in prekindergarten and during the transition to kindergarten. The effect of self-regulation on achievement did not vary as a function of risk. Higher self-regulation significantly predicted higher academic skills regardless of risks. Discussion highlights the importance of assets, such as strong self-regulation, for early academic achievement
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.