On the public citation graph

Teachers’ perceptions of students’ executive functions: Disparities by gender, ethnicity, and ELL status.

https://doi.org/10.1037/edu0000308
0 signed · 123 inferred · view as graph

Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.

Is this your work? Sign in with ORCID and put your name on the claims that are yours.
Claim with ORCID
Reference health. See whether every reference in this work resolves to a known work and none has been retracted — and get a dated CiteStamped badge you can embed.
See reference health

What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/j.2168-9830.2005.tb00829.xopenalex-snapshot
Understanding Student Differences
inferredcites →https://doi.org/10.1002/pits.21800openalex-snapshot
CULTURAL AND ETHNIC BIAS IN TEACHER RATINGS OF BEHAVIOR: A CRITERION‐FOCUSED REVIEW
inferredcites →https://doi.org/10.1007/s10802-006-9094-zopenalex-snapshot
Executive Inhibitory Control and Cooperative Behavior During Early School Years: A Follow-Up Study
inferredcites →https://doi.org/10.1007/s10802-007-9107-6openalex-snapshot
Does Executive Function Matter for Preschoolers’ Problem Behaviors?
inferredcites →https://doi.org/10.1007/s10826-006-9031-3openalex-snapshot
Informant Discrepancies in Assessing Child Dysfunction Relate to Dysfunction Within Mother-Child Interactions
inferredcites →https://doi.org/10.1007/s10826-017-0848-8openalex-snapshot
Parenting Assessed by Observation versus Parent-report: Moderation by Parent Distress and Family Socioeconomic Status
inferredcites →https://doi.org/10.1007/s10862-009-9164-yopenalex-snapshot
The Factor Structure of Effortful Control and Measurement Invariance Across Ethnicity and Sex in a High-Risk Sample
inferredcites →https://doi.org/10.1016/j.appdev.2012.09.003openalex-snapshot
Relations among peer acceptance, inhibitory control, and math achievement in early adolescence
inferredcites →https://doi.org/10.1016/j.appdev.2017.03.003openalex-snapshot
Assessing students' executive functions in the classroom: Validating a scalable group-based procedure
inferredcites →https://doi.org/10.1016/j.dr.2009.05.002openalex-snapshot
Executive functions after age 5: Changes and correlates
inferredcites →https://doi.org/10.1016/j.ecresq.2006.09.005openalex-snapshot
Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade
inferredcites →https://doi.org/10.1016/j.ecresq.2011.07.004openalex-snapshot
Predictors and outcomes of early versus later English language proficiency among English language learners
inferredcites →https://doi.org/10.1016/j.ecresq.2014.04.014openalex-snapshot
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement
inferredcites →https://doi.org/10.1016/j.ecresq.2015.12.009openalex-snapshot
Learning executive function and early mathematics: Directions of causal relations
inferredcites →https://doi.org/10.1016/j.jecp.2010.08.004openalex-snapshot
Demographic and familial predictors of early executive function development: Contribution of a person-centered perspective
inferredcites →https://doi.org/10.1016/j.jecp.2018.01.016openalex-snapshot
Teachers’ rankings of children’s executive functions: Validating a methodology for school-based data collection
inferredcites →https://doi.org/10.1016/j.jsp.2005.07.001openalex-snapshot
Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students
inferredcites →https://doi.org/10.1016/j.jsp.2007.05.001openalex-snapshot
Teacher expectations, classroom context, and the achievement gap
inferredcites →https://doi.org/10.1016/j.lindif.2011.01.007openalex-snapshot
Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample
inferredcites →https://doi.org/10.1016/j.neuroimage.2016.05.019openalex-snapshot
The typical development of posterior medial frontal cortex function and connectivity during task control demands in youth 8–19 years old
inferredcites →https://doi.org/10.1016/j.neuropsychologia.2003.12.012openalex-snapshot
Development of attentional networks in childhood
inferredcites →https://doi.org/10.1016/j.neuropsychologia.2006.02.006openalex-snapshot
Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching
inferredcites →https://doi.org/10.1016/j.ssresearch.2013.04.005openalex-snapshot
Does it matter if teachers and schools match the student? Racial and ethnic disparities in problem behaviors
inferredcites →https://doi.org/10.1016/j.tate.2015.01.012openalex-snapshot
Can teachers accurately predict student performance?
inferredcites →https://doi.org/10.1017/s0954579405050029openalex-snapshot
Developmental foundations of externalizing problems in young children: The role of effortful control
inferredcites →https://doi.org/10.1017/s0954579408000436openalex-snapshot
Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure
inferredcites →https://doi.org/10.1017/s1355617710000093openalex-snapshot
Is the behavior rating inventory of executive function more strongly associated with measures of impairment or executive function?
inferredcites →https://doi.org/10.1037/0012-1649.43.1.208openalex-snapshot
Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences.
inferredcites →https://doi.org/10.1037/0012-1649.43.4.947openalex-snapshot
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.
inferredcites →https://doi.org/10.1037/0012-1649.44.2.575openalex-snapshot
Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure.
inferredcites →https://doi.org/10.1037/0022-3514.35.4.250openalex-snapshot
The halo effect: Evidence for unconscious alteration of judgments.
inferredcites →https://doi.org/10.1037/0022-3514.57.3.469openalex-snapshot
Teacher expectations: Self-fulfilling prophecies, perceptual biases, and accuracy.
inferredcites →https://doi.org/10.1037/0033-2909.112.3.485openalex-snapshot
Depressed mothers as informants about their children: A critical review of the evidence for distortion.
inferredcites →https://doi.org/10.1037/1082-989x.12.2.121openalex-snapshot
Centering predictor variables in cross-sectional multilevel models: A new look at an old issue.
inferredcites →https://doi.org/10.1037/a0014240openalex-snapshot
Early gender differences in self-regulation and academic achievement.
inferredcites →https://doi.org/10.1037/a0014306openalex-snapshot
The longitudinal relations of teacher expectations to achievement in the early school years.
inferredcites →https://doi.org/10.1037/a0015365openalex-snapshot
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes.
inferredcites →https://doi.org/10.1037/a0019672openalex-snapshot
Preschool executive functioning abilities predict early mathematics achievement.
inferredcites →https://doi.org/10.1037/a0023748openalex-snapshot
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
inferredcites →https://doi.org/10.1037/a0037366openalex-snapshot
Prekindergarten children’s executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings.
inferredcites →https://doi.org/10.1076/chin.8.4.249.13513openalex-snapshot
Confirmatory Factor Analysis of the Behavior Rating Inventory of Executive Function (BRIEF) in a Clinical Sample
inferredcites →https://doi.org/10.1080/08964289.2015.1024604openalex-snapshot
Socioeconomic Status, Subjective Social Status, and Perceived Stress: Associations with Stress Physiology and Executive Functioning
inferredcites →https://doi.org/10.1080/09297049.2012.727793openalex-snapshot
Sources of data about children’s executive functioning: Review and commentary
inferredcites →https://doi.org/10.1080/10409289.2015.1004516openalex-snapshot
Sociodemographic Inequality in Early Literacy Development: The Role of Teacher Perceptual Accuracy
inferredcites →https://doi.org/10.1080/10705511003659417openalex-snapshot
Evaluation of Scale Reliability With Binary Measures Using Latent Variable Modeling
inferredcites →https://doi.org/10.1080/10705519909540118openalex-snapshot
Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
inferredcites →https://doi.org/10.1080/15366367.2014.929453openalex-snapshot
Executive Functions: Formative Versus Reflective Measurement
inferredcites →https://doi.org/10.1080/87565641.2010.508546openalex-snapshot
Memory Maintenance and Inhibitory Control Differentiate from Early Childhood to Adolescence
inferredcites →https://doi.org/10.1080/87565641.2016.1153099openalex-snapshot
Frontotemporal Coherence and Executive Functions Contribute to Episodic Memory During Middle Childhood
inferredcites →https://doi.org/10.1086/461550openalex-snapshot
Factors Affecting Achievement Test Scores and Marks of Black and White First Graders
inferredcites →https://doi.org/10.1111/1467-6494.7106008openalex-snapshot
Effortful Control as a Personality Characteristic of Young Children: Antecedents, Correlates, and Consequences
inferredcites →https://doi.org/10.1111/1467-8624.00355openalex-snapshot
Investigations of Temperament at Three to Seven Years: The Children's Behavior Questionnaire
inferredcites →https://doi.org/10.1111/1467-8624.00365openalex-snapshot
Classroom and Developmental Differences in a Path Model of Teacher Expectancy Effects
inferredcites →https://doi.org/10.1111/cdev.12259openalex-snapshot
An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement, and Teacher–Child Relationship Quality
inferredcites →https://doi.org/10.1111/j.1467-9280.2005.01667.xopenalex-snapshot
The Development of Executive Functioning and Theory of Mind
inferredcites →https://doi.org/10.1111/j.1467-9507.2008.00490.xopenalex-snapshot
Behavioral and Cognitive Readiness for School: Cross‐domain Associations for Children Attending Head Start
inferredcites →https://doi.org/10.1111/j.1745-3992.1998.tb00619.xopenalex-snapshot
Using Statistical Procedures to Identify Differentially Functioning Test Items
inferredcites →https://doi.org/10.1111/j.1750-8606.2011.00209.xopenalex-snapshot
The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure
inferredcites →https://doi.org/10.1111/j.2044-8279.2010.02017.xopenalex-snapshot
Gender differences in teachers’ perceptions of students’ temperament, educational competence, and teachability
inferredcites →https://doi.org/10.1111/jcpp.12001openalex-snapshot
Practitioner Review: Do performance‐based measures and ratings of executive function assess the same construct?
inferredcites →https://doi.org/10.1126/science.1151148openalex-snapshot
Preschool Program Improves Cognitive Control
inferredcites →https://doi.org/10.1177/0963721411429458openalex-snapshot
The Nature and Organization of Individual Differences in Executive Functions
inferredcites →https://doi.org/10.1207/s15326942dn2401_04openalex-snapshot
Physiological and Neurocognitive Correlates of Adaptive Behavior in Preschool Among Children in Head Start
inferredcites →https://doi.org/10.1207/s15326942dn2602_3openalex-snapshot
Executive Functions in Children Aged 6 to 13: A Dimensional and Developmental Study
inferredcites →https://doi.org/10.1348/026151003321164627openalex-snapshot
Dimensions of executive functioning: Evidence from children
inferredcites →https://doi.org/10.3102/0002831209353594openalex-snapshot
The Implicit Prejudiced Attitudes of Teachers
inferredcites →https://doi.org/10.3102/0002831210374874openalex-snapshot
Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities
inferredcites →https://doi.org/10.3200/joer.99.6.323-338openalex-snapshot
Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review
inferredcites →https://doi.org/10.3389/fpsyg.2017.00048openalex-snapshot
Cognitive, Parent and Teacher Rating Measures of Executive Functioning: Shared and Unique Influences on School Achievement

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.4664134openalex-extracted
Appearing Smart, Confident and Motivated: A Lens Model Approach to Teacher Judgment Accuracy
inferred← citeshttps://doi.org/10.1002/dev.22373openalex-snapshot
Cortisol response marks biological sensitivity to kindergartners’ social hierarchies for emerging school engagement
inferred← citeshttps://doi.org/10.1002/rrq.519openalex-snapshot
Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample
inferred← citeshttps://doi.org/10.1007/s10212-021-00595-5openalex-snapshot
When ethnic minority students are judged as more suitable for the highest school track: a shifting standards experiment
inferred← citeshttps://doi.org/10.1007/s10826-023-02666-1openalex-snapshot
Academic Motivation and Self-Regulated Classroom Behaviors in Middle Childhood: Moderation by Parental Education
inferred← citeshttps://doi.org/10.1007/s11092-025-09453-0openalex-snapshot
Cultural sensitivity of early childhood assessments based on learning progressions: a Rasch person fit analysis
inferred← citeshttps://doi.org/10.1007/s11218-022-09749-9openalex-snapshot
Teachers’ sentiment about physical appearance of primary school students: Associations with student–teacher relationship quality and student popularity among classroom peers
inferred← citeshttps://doi.org/10.1007/s12144-021-02307-0openalex-snapshot
Association between performance-based and ratings of Turkish children’s executive function
inferred← citeshttps://doi.org/10.1007/s13158-022-00324-zopenalex-snapshot
Development and Application of FOCUS App for Assessment of Approaches to Learning in 3–8-Year-Old Children in Kenya: A Design-Based Research Approach
inferred← citeshttps://doi.org/10.1007/s13158-022-00331-0openalex-snapshot
Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers
inferred← citeshttps://doi.org/10.1016/j.appdev.2018.12.004openalex-snapshot
Observing teachers' displays and scaffolding of executive functioning in the classroom context
inferred← citeshttps://doi.org/10.1016/j.appdev.2022.101442openalex-snapshot
Interplay of motivational beliefs and self-regulation with achievement across economic risk
inferred← citeshttps://doi.org/10.1016/j.bbi.2020.09.003openalex-snapshot
Maternal Immune activity during pregnancy and socioeconomic disparities in children’s self-regulation
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2020.101893openalex-snapshot
Teacher Perceptions of Learning Motivation and Classroom Behavior: The Role of Student Characteristics
inferred← citeshttps://doi.org/10.1016/j.chiabu.2024.106737openalex-snapshot
Executive functioning in child victims of sexual abuse: A multi-informant comparative study
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.07.008openalex-snapshot
Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.02.005openalex-snapshot
Predicting child externalizing behavior ratings in Head Start: Investigating the impact of child and teacher influences
inferred← citeshttps://doi.org/10.1016/j.edurev.2020.100374openalex-snapshot
A review on the accuracy of teacher judgments
inferred← citeshttps://doi.org/10.1016/j.jecp.2020.104883openalex-snapshot
Moving beyond executive functions: Challenge preference as a predictor of academic achievement in elementary school
inferred← citeshttps://doi.org/10.1016/j.jecp.2021.105131openalex-snapshot
Cognition in context: Validating group-based executive function assessments in young children
inferred← citeshttps://doi.org/10.1016/j.jsp.2026.101550openalex-snapshot
Teachers' perceptions of student defenders of bullied peers: Associations with defenders' race and gender, and the classroom racial composition
inferred← citeshttps://doi.org/10.1016/j.lindif.2020.101846openalex-snapshot
Patterns of heterogeneity in kindergarten children's executive function: Profile associations with third grade achievement
inferred← citeshttps://doi.org/10.1016/j.sel.2024.100070openalex-snapshot
Effects of the Tools for Getting Along Curriculum on teachers’ reports of elementary students’ executive functions, social-emotional skills, and behavior problems
inferred← citeshttps://doi.org/10.1017/s0954579420001443openalex-snapshot
Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students
inferred← citeshttps://doi.org/10.1080/01434632.2022.2078337openalex-snapshot
Empowering English learners in the classroom through culturally responsive social-emotional teaching practices
inferred← citeshttps://doi.org/10.1080/10409289.2023.2297656openalex-snapshot
Profiles of State and Trait Engagement of Preschool Children
inferred← citeshttps://doi.org/10.1080/10409289.2024.2360870openalex-snapshot
The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children’s Self-Regulatory Skills in Kindergarten and First Grade
inferred← citeshttps://doi.org/10.1080/10409289.2024.2389367openalex-snapshot
Exploring Links Between Social Competence, Immigrant Background, and Children’s Preschool Adjustment
inferred← citeshttps://doi.org/10.1080/10409289.2025.2578816openalex-snapshot
Understanding Learning Variability in Early Childhood: An Equity-Centered Assessment of Cognitive Regulation among Diverse Preschool Children
inferred← citeshttps://doi.org/10.1080/10888691.2024.2345365openalex-snapshot
Much hypothesized, rarely tested: Public preschool attendance predicts executive functioning skills in 3rd grade
inferred← citeshttps://doi.org/10.1080/10888691.2024.2418090openalex-snapshot
Back to school: Teachers’ initial perceptions of students’ executive function behaviors are important for teacher–student relationships and executive function development
inferred← citeshttps://doi.org/10.1080/13854046.2021.1944671openalex-snapshot
What’s race got to do with it? Informant rating discrepancies in neuropsychological evaluations for children with ADHD
inferred← citeshttps://doi.org/10.1080/15248372.2023.2248698openalex-snapshot
Executive Functions in Jordanian Children: What Can the Hearts and Flowers Task Tell Us About Development in a Non-Western Context
inferred← citeshttps://doi.org/10.1111/bjep.12629openalex-snapshot
Drivers of the socio‐economic disadvantage gap in England: Sequential pathways that include the home learning environment and self‐regulation as mediators
inferred← citeshttps://doi.org/10.1111/desc.13271openalex-snapshot
The unique relevance of executive functions and self‐regulation behaviors for understanding early childhood experiences and preschoolers’ outcomes in rural Pakistan
inferred← citeshttps://doi.org/10.1111/infa.12619openalex-snapshot
High‐quality early care and education for low‐income families: Toddlers’ cognitive and emotional functioning during the COVID‐19 pandemic
inferred← citeshttps://doi.org/10.1111/sode.12498openalex-snapshot
Self‐regulated behavior and parent‐child co‐regulation are associated with young children's physiological response to receiving critical adult feedback
inferred← citeshttps://doi.org/10.1111/sode.70034openalex-snapshot
Understanding Diverse Preschoolers’ Knowledge of Emotion Regulation Strategies
inferred← citeshttps://doi.org/10.1177/07342829221143208openalex-snapshot
Advancing Educational Research on Children’s Self-Regulation With Observational Measures
inferred← citeshttps://doi.org/10.1177/2332858419848443openalex-snapshot
Do Schools Promote Executive Functions? Differential Working Memory Growth Across School-Year and Summer Months
inferred← citeshttps://doi.org/10.1177/23328584221106193openalex-snapshot
A Multilevel Framework of Racism as a Barrier to Teachers’ Implementation of Culturally Relevant Pedagogy
inferred← citeshttps://doi.org/10.1187/cbe.21-12-0343openalex-snapshot
“It’s completely erasure”: A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses
inferred← citeshttps://doi.org/10.1515/mlt-2019-0010openalex-snapshot
Mystery solved: Who are TESOL faculty at US universities?
inferred← citeshttps://doi.org/10.15293/2658-6762.2404.01openalex-snapshot
Peculiarities of the influence of the level of motivation for cognitive activities on the development of future teachers’ intellectual abilities
inferred← citeshttps://doi.org/10.17760/d20623251openalex-snapshot
Teacher knowledge of and beliefs about executive functioning, strategies they use to support students with EF deficits, and how these variables relate to their teaching experience
inferred← citeshttps://doi.org/10.18251/ijme.v24i2.2473openalex-snapshot
Assessing Preservice Teachers’ Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms
inferred← citeshttps://doi.org/10.25115/ejrep.v19i55.3751openalex-snapshot
Attitudes towards gender equality and coeducation among Secondary School teachers: a case of study in Madrid, Spain
inferred← citeshttps://doi.org/10.3102/0002831221997571openalex-snapshot
English Learner Labeling: How English Learner Classification in Kindergarten Shapes Teacher Perceptions of Student Skills and the Moderating Role of Bilingual Instructional Settings
inferred← citeshttps://doi.org/10.3389/feduc.2020.602470openalex-snapshot
Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics
inferred← citeshttps://doi.org/10.3389/feduc.2023.1085909openalex-snapshot
Supporting multilingual learners’ reading competence: a multiple case study of teachers’ instruction and student learning and motivation
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.734576openalex-snapshot
School Achievement in Early Adolescence Is Associated With Students’ Self-Perceived Executive Functions
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1801156openalex-snapshot
HTKS measure of executive function and self-regulation: two decades of progress in early childhood measurement
inferred← citeshttps://doi.org/10.3390/bs16050693openalex-snapshot
Executive Function from Observation and Reflection Tool (EFFORT): Validation of a Culturally Adaptable and Publicly Available Item Bank in Seven Countries
inferred← citeshttps://doi.org/10.5902/1984644471057openalex-snapshot
Competências diagnósticas dos professores: uma análise da literatura
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.