TY - JOUR
T1 - Self-regulation in early and middle childhood as a precursor to social adjustment among low-income, ethnic minority children
AU - Li-Grining, Christine P.
AU - McKinnon, Rachel D.
AU - Raver, C. Cybele
N1 - Funding Information:
We gratefully acknowledge support from the Federal Interagency School Readiness Consortium (NICHD 2R01 HD046160), which includes the National Institute of Child Health and Human Development, the Administration for Children and Families, the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services, and the Office of Special Education and Rehabilitation Services of the U.S. Department of Education. We also thank the Spencer Foundation, McCormick Tribune Foundation, and the Institute of Education Sciences and the U.S. Department of Education (Grant R305B140035 to New York University). The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Many thanks to Kenzie Troske, Lisa White, and Zahra Naqi.
Publisher Copyright:
© 2020 by Wayne State University Press, Detroit, MI 48201.
PY - 2019/7
Y1 - 2019/7
N2 - Although existing research has shed much light on the development of ethnic minority children, many studies focus on maladjustment, such as behavioral problems, without also speaking to positive experiences in children’s lives, such as friendship. An aspect of development that predicts both positive and negative outcomes for children is self-regulation. The present study investigates precur-sors and sequelae of self-regulation in middle childhood among low-income, ethnic minority children. The four self-regulatory constructs examined in the current study include low-level executive function (EF; e.g., working memory), high-level EF (e.g., planning), effortful control (EC; e.g., delay of gratification), and impulsivity (e.g., does not think before doing). EC in preschool was related to high-level EF and impulsivity in elementary school. High-level EF explained positive and negative aspects of social development during middle childhood. Additionally, self-regulation during elementary school played a mediating role between EC in preschool and social development in middle childhood.
AB - Although existing research has shed much light on the development of ethnic minority children, many studies focus on maladjustment, such as behavioral problems, without also speaking to positive experiences in children’s lives, such as friendship. An aspect of development that predicts both positive and negative outcomes for children is self-regulation. The present study investigates precur-sors and sequelae of self-regulation in middle childhood among low-income, ethnic minority children. The four self-regulatory constructs examined in the current study include low-level executive function (EF; e.g., working memory), high-level EF (e.g., planning), effortful control (EC; e.g., delay of gratification), and impulsivity (e.g., does not think before doing). EC in preschool was related to high-level EF and impulsivity in elementary school. High-level EF explained positive and negative aspects of social development during middle childhood. Additionally, self-regulation during elementary school played a mediating role between EC in preschool and social development in middle childhood.
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U2 - 10.13110/merrpalmquar1982.65.3.0265
DO - 10.13110/merrpalmquar1982.65.3.0265
M3 - Article
AN - SCOPUS:85086332158
SN - 0272-930X
VL - 65
SP - 265
EP - 293
JO - Merrill-Palmer Quarterly
JF - Merrill-Palmer Quarterly
IS - 3
ER -