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Problems of Self-Regulation

• It has been demonstrated that teachers can have a positive effect on children’s self-regulatory capacities (e.g., Burchinal, Peisner-Feinberg, Bryant, & Clifford, 2000).

• When interventions include self-regulatory components, they have a greater chance to impact achievement (Blair & Raza, 2007).
  

• Research on Tools of the Mind (Diamond, Barnett, Thomas, & Munroe, 2007) showed that children who attended Tools classrooms had higher rates of self-regulation than closely matched pairs and that the level of self-regulation correlated with child achievement in literacy and mathematics.