School-, Classroom-, and Dyadic-Level Experiences: A Literature Review of Their Relationship With Students' Executive Functioning Development Article

Cumming, Michelle M, Bettini, Elizabeth, Pham, Andy et al. (2020). School-, Classroom-, and Dyadic-Level Experiences: A Literature Review of Their Relationship With Students' Executive Functioning Development . REVIEW OF EDUCATIONAL RESEARCH, 90(1), 47-94. 10.3102/0034654319891400

cited authors

  • Cumming, Michelle M; Bettini, Elizabeth; Pham, Andy; Park, Jeeyun

sustainable development goals

authors

publication date

  • February 1, 2020

published in

keywords

  • ANTISOCIAL-BEHAVIOR
  • BEHAVIOR RATING INVENTORY
  • EFFORTFUL CONTROL
  • EMOTIONAL REACTIVITY
  • Education & Educational Research
  • INDIVIDUAL-DIFFERENCES
  • INHIBITORY CONTROL
  • PUBERTAL MATURATION IMPLICATIONS
  • SELF-REGULATION
  • Social Sciences
  • TEACHER-CHILD RELATIONSHIPS
  • WORKING-MEMORY DEFICITS
  • cognitive processes
  • correlational analysis
  • development
  • longitudinal studies
  • regression analyses
  • school
  • social context
  • structural equation modeling
  • student cognition
  • teacher effectiveness

Digital Object Identifier (DOI)

publisher

  • SAGE PUBLICATIONS INC

start page

  • 47

end page

  • 94

volume

  • 90

issue

  • 1