This chapter explores the association between self-regulation specifically, cognitive, impulse control, ethnicity, and academic achievement in preschool Dual Language Learners (DLL). Results revealed that cognitive control and academics vastly differs in Hispanic/Latino and African American preschool students. Implications for practice and policy are further discussed.
Guirguis, R.V. (2015), "Ethnicity, Self-Regulation, and Academics in Preschool", Discussions on Sensitive Issues (Advances in Early Education and Day Care, Vol. 19), Emerald Group Publishing Limited, pp. 89-111. https://doi.org/10.1108/S0270-402120150000019007Download as .RIS
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