Neural Correlates of Children’s Persistence, Engagement, Attention, and Self-Regulation

Principal Investigator:  Dr. Jennie Grammer

Graduate School of Education & Information Studies

Participants: Rooms 3, 11,12,14 15 & 16 – Students ages 4-8

Keywords: Self Regulation, Executive function, motivation process


Educators and researchers have become increasingly interested in the role that self-regulation, executive function, and motivational processes play in children’s success in school.  However, these constructs are rarely examined together, and relatively little is known about relations between them in early elementary school. Bringing together developmental, educational, and neuroscientific perspectives, the goal of this investigation is to understand the neurocognitive mechanisms that contribute to children’s self-regulation and persistence in school.  Specifically, the project seeks to examine children’s attentional focus and persistence on tasks they find challenging by exploring the neural markers of response monitoring using Electroencephalography (EEG).  In doing so, the hope is to explore the brain and behavioral processes that children engage in during challenging tasks and the effects on their academic skills.