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Psychology

D-Index
47
Citations
17536
World Ranking
6027
National Ranking
3267

Overview

Megan M. McClelland is affiliated with Oregon State University in the United States. Their research primarily focuses on early childhood education and development, with significant contributions in psychology and social sciences. Their work spans multiple subfields including education, developmental and educational psychology, clinical psychology, pediatrics, perinatology and child health, as well as cognitive neuroscience.

Their research topics cover a broad range of themes related to childhood growth and learning processes, including:

  • Early Childhood Education and Development
  • Children's Physical and Motor Development
  • Parental Involvement in Education
  • Educational and Psychological Assessments
  • Child and Adolescent Psychosocial and Emotional Development
  • Infant Development and Preterm Care
  • Child Development and Digital Technology

Megan M. McClelland has published extensively, with notable recent papers including:

  • "Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills," 2020, Early Childhood Research Quarterly
  • "The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects," 2021, Early Childhood Research Quarterly
  • "Direct and indirect pathways from children's early self-regulation to academic achievement in fifth grade in Norway," 2020, Early Childhood Research Quarterly
  • "Children's Self-Regulation in Norway and the United States: The Role of Mother's Education and Child Gender Across Cultural Contexts," 2020, Frontiers in Psychology
  • "Childhood Cognitive Flexibility and Externalizing and Internalizing Behavior Problems: Examination of Prospective Bidirectional Associations," 2021, Research on Child and Adolescent Psychopathology

Their frequent co-authors include:

  • Claire E. Cameron
  • G. John Geldhof
  • Christopher R. Gonzales
  • Ragnhild Lenes
  • Ingunn Størksen

Megan M. McClelland's research is commonly published in journals such as:

  • Frontiers in Psychology
  • Early Childhood Research Quarterly
  • Early Childhood Education Journal
  • Research on Child and Adolescent Psychopathology
  • Child Development

Best Publications

  • Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.

    Megan M. McClelland;Claire E. Cameron;Carol Mc Donald Connor;Carrie L. Farris

  • Children at risk for early academic problems: the role of learning-related social skills

    Megan M McClelland;Frederick J Morrison;Deborah L Holmes

  • A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes.

    Claire Cameron Ponitz;Megan M. McClelland;J. S. Matthews;Frederick J. Morrison

  • The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school

    Megan M. McClelland;Alan C. Acock;Frederick J. Morrison

  • Touch your toes! Developing a direct measure of behavioral regulation in early childhood

    Claire E. Cameron Ponitz;Megan M. McClelland;Abigail M. Jewkes;Carol Mc Donald Connor

  • Self‐regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures.

    Megan M. McClelland;Claire E. Cameron

  • Predictors of early growth in academic achievement: the head-toes-knees-shoulders task

    Megan M. McClelland;Claire E. Cameron;Robert Duncan;Ryan P. Bowles

  • The development of self-regulation across early childhood.

    Janelle J. Montroy;Ryan P. Bowles;Lori E. Skibbe;Megan M. McClelland

  • Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes

    Megan M. McClelland;Alan C. Acock;Andrea Piccinin;Sally Ann Rhea

  • The emergence of learning-related social skills in preschool children

    Megan M McClelland;Frederick J Morrison

  • Relations between early family risk, children's behavioral regulation, and academic achievement

    Michaella Sektnan;Megan M. McClelland;Alan C. Acock;Frederick J. Morrison

  • Self-regulation and academic achievement in elementary school children.

    Megan M. McClelland;Claire E. Cameron

  • Red Light, Purple Light: Findings from a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool.

    Shauna L. Tominey;Megan M. McClelland

  • Self-regulation and academic achievement in the transition to school.

    Frederick J. Morrison;Claire Cameron Ponitz;Megan M. McClelland

  • Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention

    Sara A. Schmitt;Megan M. McClelland;Shauna L. Tominey;Alan C. Acock

  • Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children

    Derek R. Becker;Megan M. McClelland;Paul Loprinzi;Stewart G. Trost

  • Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement

    Derek R. Becker;Alicia Miao;Robert Duncan;Megan M. McClelland

  • Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach.

    Sara A. Schmitt;G. John Geldhof;David J. Purpura;Robert Duncan

  • Development and Self-Regulation

    Megan M. McClelland;G. John Geldhof;Claire E. Cameron;Shannon B. Wanless

  • SEL Interventions in Early Childhood

    Megan M. McClelland;Shauna L. Tominey;Sara A. Schmitt;Robert Duncan

  • The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten.

    Shannon B. Wanless;Megan M. McClelland;Shauna L. Tominey;Alan C. Acock

Frequent Co-Authors

Frederick J. Morrison
Frederick J. Morrison University of Michigan–Ann Arbor
Alan C. Acock
Alan C. Acock Oregon State University
G. John Geldhof
G. John Geldhof Oregon State University
David J. Purpura
David J. Purpura Purdue University West Lafayette
Ryan P. Bowles
Ryan P. Bowles Michigan State University
Carol McDonald Connor
Carol McDonald Connor University of California, Irvine
Stephanie M. Carlson
Stephanie M. Carlson University of Minnesota
Karen Hooker
Karen Hooker Oregon State University
Philip David Zelazo
Philip David Zelazo University of Minnesota
Ariel Kalil
Ariel Kalil University of Chicago

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