Testing Models of Children's Self-regulation Within Educational Contexts

Raver, C. Cybele; Carter, Jocelyn Smith; McCoy, Dana Charles; Roy, Arunima; Ursache, Alexandra; Friedman, Allison

doi:10.1016/b978-0-12-394388-0.00007-1

Cited by 33 publications

(32 citation statements)

References 63 publications

(71 reference statements)

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“…2007). The executive-function assessment includes two tasks – the pencil tap and balance beam –that cover dimensions of children’s cognitive self-regulation, including working memory, sustained attention, cognitive flexibility, and inhibition, whereas the effortful-control test specifically captures children’s ability to delay gratification and impulsivity, using a snack delay, toy wrap, toy wait, and tongue task (see Raver et al 2012; Smith-Donald et al 2007 for details of tasks included). Scores on each task were standardized and aggregated to form the two subscales of EF and EC.…”

Section: Methodsmentioning

confidence: 99%

“…Next, we utilized propensity scores to match children from high- versus no-instability households based on a set of observed variables indicated in past work as showing a relationship with both household instability and self-regulation (e.g., Raver et al 2012; Riggs, Blair, and Greenberg 2003). One-to-one nearest-neighbor matching with replacement was used to identify participants from stable households who were similar on a set of observed characteristics to children from high-instability households (i.e., a ‘treatment on treated’ technique).…”

Section: Methodsmentioning

confidence: 99%

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Household instability and self-regulation among poor children

McCoy

Raver

2014

Journal of Children and Poverty

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Past research suggests that poverty may negatively influence children’s psychological and behavioral health by increasing their exposure to chaotic living conditions in the household. The present study provides a descriptive ‘snapshot’ of instability in low-income households, and examines the associations between exposure to major destabilizing events over the course of a year and three domains of poor urban children’s self-regulation. Descriptive analyses suggest that although caregivers from unstable households report higher average levels of health problems and depression, they also have greater assets/savings, are more educated, and are less likely to be immigrants than caregivers from stable households. Results of propensity score-matched regression analyses reveal that high levels of household instability are significantly and negatively associated with preschoolers’ effortful control and global attention/impulsivity control, but not with their executive function. Children from mildly unstable homes (i.e., those who had experienced a single destabilizing event in the past year) showed no significant differences in any domain of self-regulation relative to their peers from stable households, suggesting a dose-response relationship between the number of destabilizing events experienced by children and their outcomes. Implications for theories of poverty-related adversity, stress, and parenting are discussed in addition to future directions for research.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Household instability and self-regulation among poor children

McCoy

Raver

2014

Journal of Children and Poverty

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“…Such theoretical models will be crucial if we are to test ways that trajectories of self-regulation can be supported versus adversely affected by higher versus lower quality relationships and in higher versus lower quality classroom contexts. In our own laboratory, my colleagues and I have had the chance to examine how direct assessments of executive function, effortful control, and emotion regulation in preschool predict teacher ratings of self-regulation in early elementary school and direct assessments of sensitivity to reward, executive function, and emotion regulation as children enter fourth or fifth grade (see Raver et al, 2012, for a fuller description of the measures). We are in the process of considering how those trajectories of self-regulation may be deflected for those children who experienced chronic exposure to lower school quality compared to other children in the CSRP sample who were able to attend higher quality schools from kindergarten through fifth grade, while we also account for early individual differences in self-regulatory skill in preschool.…”

Section: Strengthening the Science That Undergirds Social Action: Newmentioning

confidence: 99%

Low-income children's self-regulation in the classroom: Scientific inquiry for social change.

Raver¹

2012

American Psychologist

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Over 21% of children in the United States today are poor, and the income gap between our nation’s richest and poorest children has widened dramatically over time. This article considers children’s self-regulation as a key mediating mechanism through which poverty has deleterious consequences for their later life outcomes. Evidence from field experiments suggests that low-income children’s self-regulation is modifiable by early educational intervention, offering a powerful policy option for reducing poverty’s negative impact. The author discusses ways that scientific models of self-regulation can be expanded to include multiple developmental periods and real-world classroom contexts. Recommendations for advances in research design, measurement, and analysis are discussed, as are implications for policy formation and evaluation.

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“…This implies that complementary measures are needed to investigate and follow up children's everyday functioning in preschool. For instance, engagement is affected by the child's interests and perception of activity settings, but also to the child's basic skills including to shift and focus attention (Raver et al, 2012). Measuring engagement in educational settings, such as preschool, need to consider mutual influences between activities, participation, body functions, and contextual factors.…”

Section: Conclusion and Implications For Practicementioning

confidence: 99%

ICF-CY as a Framework for Understanding Child Engagement in Preschool

2018

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Engagement in preschool predicts children's development, learning, and wellbeing in later school years. The time children engage in activities and social interactions is conditional for preschool inclusion. Engagement is part of the construct participation, which is determined by attendance and involvement. Two suggested underlying dimensions of engagement had been identified as essential when assessing children's participation in preschool activities. As engagement is a key question in inclusion of all children, and preschool becomes a common context for them, it is increasingly important to understand the concept of engagement in those settings. In Sweden most children attend preschool but children in need of special support tend not to receive enough support for their everyday functioning. This study aimed to conceptualize child engagement in preschool with ICF-CY as a framework to clarify core and developmental engagement dimensions included in Child Engagement Questionnaire (CEQ). The content of CEQ was identified through linking processes based on ICF linking rules with some exceptions. Specific challenges and solutions were acknowledged. To identify engagement dimensions in the ICF-CY, CEQ items related to ICF-CY chapters were integrated in the two-dimensional model of engagement. Findings showed that engagement measured for preschool ages was mostly related to Learning and Applying knowledge belonging to Activities and Participation but the linkage detected missing areas. Broader perspectives of children's everyday functioning require extended assessment with consideration to mutual influences between activities, participation, body functions, and contextual factors. Related to core and developmental engagement, findings highlight the importance for preschool staff to pay attention to how children do things, not only what they do. Activities related to core engagement include basic skills; those related to developmental engagement set higher demands on the child. Linking challenges related to preschool context were not consistent with those reported for child health. Using the ICF-CY as a framework with a common language may lead to open discussions among persons around the child, clarify the different perspectives and knowledges of the persons, and facilitate decisions on how to implement support to a child in everyday life situations in preschool and at home.

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Testing Models of Children's Self-regulation Within Educational Contexts

Cited by 33 publications

References 63 publications

Household instability and self-regulation among poor children

Household instability and self-regulation among poor children

Low-income children's self-regulation in the classroom: Scientific inquiry for social change.

ICF-CY as a Framework for Understanding Child Engagement in Preschool

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