Steven J Howard

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University of Wollongong

Australia

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Self-regulation in children

Open Date: 2017-01-01

Close Date: 2019-12-31

Articles (20)

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2024

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2022

Collaborators (13)

Cathrine Neilsen-Hewett

University of Wollongong

AUSTRALIA

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Lisa Kervin

University of Wollongong

AUSTRALIA

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Rebecca Megan Stanley

AUSTRALIA

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Fred Paas

Professor of Educational Psychology

University of Wollongong

AUSTRALIA

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Rianne Kok

Erasmus University Rotterdam

NETHERLANDS

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Emiliano Mazzoli

Executive Dean Postdoctoral Research Fellow

Deakin University

AUSTRALIA

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Janina Eberhart

University of Tübingen

GERMANY

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Davina Robson

Adjunct Lecturer

University of New South Wales

AUSTRALIA

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Anthony Okely

University of Wollongong

AUSTRALIA

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Marc de Rosnay

Professor of Child Development

University of Wollongong

AUSTRALIA

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Shane Norris

Professor of Global Health

University of Southampton

UNITED KINGDOM

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Rachel Jones

University of Wollongong

AUSTRALIA

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Bosiljka Milosavljevic

Lecturer in Psychology

Queen Mary University of London

UNITED KINGDOM

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Steven J Howard

Research Interests

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Recent Grants

Articles (20)

Evidence of the validity of the child self‐regulation & behaviour questionnaire for the Brazilian context

Effects of a staff physical activity professional development intervention on preschoolers' mental health and self-regulation: The active learning Norwegian Preschool(er)s (ACTNOW) cluster randomised controlled trial

Effect of the Partners in Play Intervention on Parents’ Autonomy-Supportive Guiding Behaviour and Children’s Self-Regulation

An Early Start to Self-Regulation: Evaluating the Effects of an Early Childhood Self-Regulation Intervention on Educator Beliefs, Knowledge, and Practice

A rapid review describing the scalability of early childhood education and care-based programs targeting children's social and emotional learning

Increasing the odds for success: Applying evidence-based professional learning to foster self-regulation and executive functioning in preschool classrooms

Risk and Protective Factors for Executive Function in Vulnerable South African Preschool-Age Children

Two Attentional Processes Subserving Working Memory Differentiate Gifted and Mainstream Students

Two Attentional Processes Subserving Working Memory Differentiate Gifted and Mainstream Students

Associations of gross motor skills with self-regulation and executive function in preschool-aged children

Executive function and pre-academic skills in preschoolers from South Africa

Effects of Cognitively Engaging Physical Activity on Preschool Children’s Cognitive Outcomes

Test anxiety in primary school children: A 20-year systematic review and meta-analysis

Advancing Educational Research on Children’s Self-Regulation With Observational Measures

Caregiver perspectives of risk and protective factors influencing early childhood development in low-income, urban settings: A social ecological perspective

Executive functioning skills and their environmental predictors among pre‐school aged children in South Africa and The Gambia

Parent perspectives on young children’s changing digital practices: Insights from Covid-19

Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review

Validity and Reliability of a Fine Motor Assessment for Preschool Children

The Effectiveness of a Formative Play-Based Mathematics Assessment in Supporting the Early Childhood Intentional Pedagogue

Collaborators (13)

Cathrine Neilsen-Hewett

Lisa Kervin

Rebecca Megan Stanley

Fred Paas

Rianne Kok

Emiliano Mazzoli

Janina Eberhart

Davina Robson

Anthony Okely

Marc de Rosnay

Shane Norris

Rachel Jones

Bosiljka Milosavljevic

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