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ERIC Number: EJ1091394
Record Type: Journal
Publication Date: 2016-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: ISSN-0012-1649
Predictors of Behavioral Regulation in Kindergarten: Household Chaos, Parenting, and Early Executive Functions
Vernon-Feagans, Lynne; Garrett-Peters, Patricia; Willoughby, Michael
Developmental Psychology, v52 n3 p430-441 Mar 2016
Behavioral regulation is an important school readiness skill that has been linked to early executive function (EF) and later success in learning and school achievement. Although poverty and related risks, as well as negative parenting, have been associated with poorer EF and behavioral regulation, chaotic home environments may also play a role in understanding both early EF and later behavioral regulation at school age. To explore these relationships, a unique longitudinal and representative sample was used of 1,292 children born to mothers who lived in low-wealth rural America who were followed from birth into early elementary school. This study examined whether household chaos, which was measured across the first 3 years of life, predicted behavioral regulation in kindergarten above and beyond poverty-related variables. In addition, this study tested whether parent responsivity and acceptance behaviors, measured during the first 3 years of life, as well as EF skills, which were measured when children were 3 to 5 years of age, mediated the relationship between early household chaos and kindergarten behavioral regulation. Results suggested that household chaos disorganization indirectly predicted kindergarten behavioral regulation through intermediate impacts on parenting behaviors and children's early EF skills. These findings suggest the importance of early household chaos disorganization, the parenting environment, and early EF skills in understanding behavioral regulation above and beyond poverty-related risks. [Additional research was provided by the Family Life Key Investigators: (1) Mark T. Greenberg, Human Development and Psychology, Pennsylvania State University; (2) Clancy B. Blair, Applied Psychology, New York University; (3) Margaret R. Burchinal, Psychology, University of North Carolina at Chapel Hill; (4) Martha Cox, Psychology, University of North Carolina at Chapel Hill; (6) Jennifer L. Frank, Educational Psychology, Counseling, and Special Education, Pennsylvania State University; and (7) W. Roger Mills-Koonce, Human Development and Family Studies, University of North Carolina-Greensboro.]
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); National Institute on Drug Abuse (DHHS/PHS); National Institute on Minority Health and Health Disparities (NIMHD) (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: North Carolina; Pennsylvania
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire
Grant or Contract Numbers: PO1HD039667