Effortful control and early academic achievement of Chinese American children in immigrant families

Chen, Stephen H.; Main, Alexandra; Zhou, Qing; Bunge, Silvia A.; Lau, Nancy; Chu, Keira

doi:10.1016/j.ecresq.2014.08.004

Cited by 49 publications

(41 citation statements)

References 80 publications

(120 reference statements)

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“…Performance on our test of cognitive control proved to be an effective predictor of tic severity among patients, even when controlling for ADHD, thereby highlighting the fact that TS affects both cognitive and motoric functions. This finding is relevant for patients’ academic performance, given a prior study showing that better performance on this task is associated with better math and literacy skills in childhood ( 46 ). Blink rate was marginally negatively related to tic severity, contrary to expectations.…”

Section: Discussionmentioning

confidence: 69%

Tourette Syndrome: Complementary Insights from Measures of Cognitive Control, Eyeblink Rate, and Pupil Diameter

et al. 2015

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Some individuals with Tourette syndrome (TS) have severe motoric and vocal tics that interfere with all aspects of their lives, while others have mild tics that pose few problems. We hypothesize that observed tic severity reflects a combination of factors, including the degree to which dopaminergic (DA) and/or noradrenergic (NE) neurotransmitter systems have been affected by the disorder, and the degree to which the child can exert cognitive control to suppress unwanted tics. To explore these hypotheses, we collected behavioral and eyetracking data from 26 patients with TS and 26 controls between ages 7 and 14, both at rest and while they performed a test of cognitive control. To our knowledge, this is the first study to use eyetracking measures in patients with TS. We measured spontaneous eyeblink rate as well as pupil diameter, which have been linked, respectively, to DA and NE levels in the central nervous system. Here, we report a number of key findings that held when we restricted analyses to unmedicated patients. First, patients’ accuracy on our test of cognitive control accounted for fully 50% of the variance in parentally reported tic severity. Second, patients exhibited elevated spontaneous eyeblink rates compared to controls, both during task performance and at rest, consistent with heightened DA transmission. Third, although neither task-evoked pupil dilation nor resting pupil diameter differed between TS patients and controls, pupil diameter was positively related to parentally reported anxiety levels in patients, suggesting heightened NE transmission in patients with comorbid anxiety. Thus, with the behavioral and eyetracking data gathered from a single task, we can gather objective data that are related both to tic severity and anxiety levels in pediatric patients with TS, and that likely reflect patients’ underlying neurochemical disturbances.

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Section: Discussionmentioning

confidence: 69%

Tourette Syndrome: Complementary Insights from Measures of Cognitive Control, Eyeblink Rate, and Pupil Diameter

et al. 2015

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“…Parenting styles and maternal homework help influenced children's reading comprehension and decoding skills and mothers' psychological control highly influenced both maternal help and children's reading comprehension and decoding skills. Previous studies showed that psychological control appears to negatively influence children's school performance (Aunola and Nurmi 2005;Chen, Liu and Li 2000;Chen et al 2014;Coley et al 2011;Ginsburg and Bronstein 1993). Moreover, a warm mother-child relationship encourages and supports children and has a positive relation on children's academic skills (Landry et al 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Fletcher, Walls, Cook, Madison and Bridges (2008) reported that the highest levels of positive academic achievement are linked to authoritative parenting, while the highest levels of social problems in children are linked to authoritarian parenting. Along with permissive parenting, authoritarian parenting has negative effects on school success (Aunola and Nurmi 2005;Chen Main, Zhou, Bunge, Lau and Chu 2014;Coley, Lewin-Bizan and Carrano 2011).…”

Section: Parenting Styles and Children's Academic Skill Developmentmentioning

confidence: 99%

Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families

et al. 2017

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The aim of this study was to examine the role of mothers' (language minority mothers, LM, n = 49, and Finnish-speaking mothers, MP, n = 368) parenting styles and maternal help with their children's homework in the children's (mean age 11.43 years) literacy skills at fourth grade in Finland. In addition, the moderating effect of a child's gender on this relationship was investigated. The results showed that the LM mothers used psychological control more than MP mothers. Furthermore, the more LM mothers used warmth and psychological styles of parenting, the more they helped their daughters, not sons, with homework. The more LM mothers used behavioral control the less they helped the daughters. MP mothers' parenting styles did not relate to their children´s reading and spelling skills. Maternal help negatively related to children's reading skills in both groups. This research provides new information to teachers and educators who work in multicultural teams. Because our findings could be applied in the educational settings of multilingual students, they are likely to be of great interest to the visionary scientists, researchers, teachers, and trainees.

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“…Language development as an example of such a low-threshold learning situation has thus been revealed to be linked to temperament and EC in normatively developing monolingual children (e.g., Slomkowski et al, 1992 ). Little is known, however, about the relationship between EC and language competence in dual language learners (DLLs) who acquire the local language as a second language, usually after the age of 3 years ( Winsler et al, 2014 ; Chen et al, 2015 ). Individual differences in the DLL acquisition trajectories have shown a considerable heterogeneity among DLLs (e.g., Kim et al, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

The Relation between Effortful Control and Language Competence—A Small But Mighty Difference between First and Second Language Learners

et al. 2016

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The present longitudinal study evaluates the effect of effortful control (EC) as a core dimension of temperament on early language competence. We assume that first and second language competence is influenced by EC, and that immigrant children with low EC are thus at risk of an unfavorable language development. The sample consisted of n = 351 dual language learners (DLLs) with an immigrant background and n = 78 monolingual children. Language competence was measured with a standardized language test at age 4.9 years and at age 6.3 years. EC was captured with the Child Behavior Questionnaire, completed by teachers. Results of regression analyses revealed a significant effect of EC on second language development. DLLs with lower EC were found to have not only lower language competence at the beginning and the end of kindergarten but also a less favorable language development. Comparisons between the effect of EC on first and second language provide evidence that EC plays a bigger role in subsequent second language competence compared to first language competence. Overall, the results emphasize the small yet significant role of EC in the second language development of DLLs.

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Effortful control and early academic achievement of Chinese American children in immigrant families

Cited by 49 publications

References 80 publications

Tourette Syndrome: Complementary Insights from Measures of Cognitive Control, Eyeblink Rate, and Pupil Diameter

Tourette Syndrome: Complementary Insights from Measures of Cognitive Control, Eyeblink Rate, and Pupil Diameter

Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families

The Relation between Effortful Control and Language Competence—A Small But Mighty Difference between First and Second Language Learners

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