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Age differences in foraging and executive functions: A cross-sectional study

Journal of experimental child psychology, 2020-10, Vol.198, p.104910-104910, Article 104910

2020

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The development of foraging organization

Attention, perception & psychophysics, 2021-10, Vol.83 (7), p.2891-2904

2021

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Intentional Self-Regulation and Executive Functions: Overlap and Uniqueness in Predicting Positive Development Among Youth in Iceland

The Journal of early adolescence, 2023-05, Vol.43 (5), p.545-576

2023

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Positive Development in Adolescence: The Development and Role of Intentional Self-Regulation

Human development, 2008-01, Vol.51 (3), p.202-224

2008

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Intentional Self-Regulation and Positive Youth Development in Early Adolescence: Findings From the 4-H Study of Positive Youth Development

Developmental psychology, 2007-03, Vol.43 (2), p.508-521

2007

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Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland

Early childhood research quarterly, 2013, Vol.28 (1), p.62-73

2013

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Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland

Applied developmental science, 2014-04, Vol.18 (2), p.90-109

2014

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The Role of Behavioral Self-Regulation in Learning to Read: A 2-Year Longitudinal Study of Icelandic Preschool Children

Early education and development, 2015-07, Vol.26 (5-6), p.807-828

2015

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How self-regulation influences academic achievement and positive youth development: the mediating role of internalizing and externalizing symptoms

European journal of developmental psychology, 2024-01, Vol.21 (1), p.84-105

2024

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Self-Regulation Across Adolescence: Exploring the Structure of Selection, Optimization, and Compensation

Journal of research on adolescence, 2015-06, Vol.25 (2), p.214-228

2015

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Promoting positive youth development in the face of contextual changes and challenges: The roles of individual strengths and ecological assets

New directions for student leadership, 2012, Vol.2012 (135), p.119-128

2012

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Visual foraging and executive functions: A developmental perspective

Acta psychologica, 2019-02, Vol.193, p.203-213

2019

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Early predictors of first and fourth grade reading and math: The role of self-regulation and early literacy skills

Early childhood research quarterly, 2020-01, Vol.53, p.507-519

2020

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The development of intentional self-regulation in adolescence: Describing, explaining, and optimizing its link to positive youth development

Advances in child development and behavior, 2011, Vol.41, p.19

2011

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School engagement and intentional self-regulation: A reciprocal relation in adolescence

Journal of adolescence (London, England.), 2018-04, Vol.64 (1), p.23-33

2018

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Understanding visual attention in childhood: Insights from a new visual foraging task

Cognitive research: principles and implications, 2016-11, Vol.1 (1), p.18-18, Article 18

2016

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A Bifactor Model of School Engagement: Assessing General and Specific Aspects of Behavioral, Emotional and Cognitive Engagement among Adolescents

International journal of behavioral development, 2016-09, Vol.40 (5), p.471-480

2016

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Cumulative risk over the early life course and its relation to academic achievement in childhood and early adolescence

Preventive medicine, 2017-03, Vol.96, p.36-41

2017

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Developmental trajectories of intentional self regulation in adolescence: The role of parenting and implications for positive and problematic outcomes among diverse youth

Journal of adolescence (London, England.), 2011-12, Vol.34 (6), p.1193-1206

2011

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Positive Youth Development, Participation in Community Youth Development Programs, and Community Contributions of Fifth-Grade Adolescents: Findings From the First Wave Of the 4-H Study of Positive Youth Development

The Journal of early adolescence, 2005-02, Vol.25 (1), p.17-71

2005

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Intentional Self Regulation in Middle Adolescence: The Emerging Role of Loss-based Selection in Positive Youth Development

Journal of youth and adolescence, 2010-07, Vol.39 (7), p.764-782

2010

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A Bifactor Model of School Engagement

International journal of behavioral development, 2016-09, Vol.40 (5), p.471

2016

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Cumulative r isk o ver the e arly l ife c ourse and its r elation to a cademic a chievement in c hildhood and e arly a dolescence

Preventive medicine, 2016

2016

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The structure and function of selection, optimization, and compensation in middle adolescence: Theoretical and applied implications

Journal of applied developmental psychology, 2009-09, Vol.30 (5), p.585-600

2009

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Selection, optimization, and compensation: The structure, reliability, and validity of forced-choice versus Likert-type measures in a sample of late adolescents

International journal of behavioral development, 2015-03, Vol.39 (2), p.171-185

2015

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Age differences in foraging and executive functions: A cross-sectional study

The development of foraging organization

Intentional Self-Regulation and Executive Functions: Overlap and Uniqueness in Predicting Positive Development Among Youth in Iceland

Positive Development in Adolescence: The Development and Role of Intentional Self-Regulation

Intentional Self-Regulation and Positive Youth Development in Early Adolescence: Findings From the 4-H Study of Positive Youth Development

Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland

Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland

The Role of Behavioral Self-Regulation in Learning to Read: A 2-Year Longitudinal Study of Icelandic Preschool Children

How self-regulation influences academic achievement and positive youth development: the mediating role of internalizing and externalizing symptoms

Self-Regulation Across Adolescence: Exploring the Structure of Selection, Optimization, and Compensation

Promoting positive youth development in the face of contextual changes and challenges: The roles of individual strengths and ecological assets

Visual foraging and executive functions: A developmental perspective

Early predictors of first and fourth grade reading and math: The role of self-regulation and early literacy skills

The development of intentional self-regulation in adolescence: Describing, explaining, and optimizing its link to positive youth development

School engagement and intentional self-regulation: A reciprocal relation in adolescence

Understanding visual attention in childhood: Insights from a new visual foraging task

A Bifactor Model of School Engagement: Assessing General and Specific Aspects of Behavioral, Emotional and Cognitive Engagement among Adolescents

Cumulative risk over the early life course and its relation to academic achievement in childhood and early adolescence

Developmental trajectories of intentional self regulation in adolescence: The role of parenting and implications for positive and problematic outcomes among diverse youth

Positive Youth Development, Participation in Community Youth Development Programs, and Community Contributions of Fifth-Grade Adolescents: Findings From the First Wave Of the 4-H Study of Positive Youth Development

Intentional Self Regulation in Middle Adolescence: The Emerging Role of Loss-based Selection in Positive Youth Development

A Bifactor Model of School Engagement

Cumulative r isk o ver the e arly l ife c ourse and its r elation to a cademic a chievement in c hildhood and e arly a dolescence

The structure and function of selection, optimization, and compensation in middle adolescence: Theoretical and applied implications

Selection, optimization, and compensation: The structure, reliability, and validity of forced-choice versus Likert-type measures in a sample of late adolescents

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