ERIC Number: EJ1114965
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Self-Regulation and Economic Stress in Children of Hispanic Immigrants and Their Peers: Better Regulation at a Cost?
McFadyen-Ketchum, Lisa Schlueter; Hurwich-Reiss, Eliana; Stiles, Allison A.; Mendoza, Marina M.; Badanes, Lisa S.; Dmitrieva, Julia; Watamura, Sarah Enos
Early Education and Development, v27 n7 p914-931 2016
Research Findings: Although there is a well-established relationship between economic stress and children's self-regulation, few studies have examined this relationship in children of Hispanic immigrants (COHIs), a rapidly growing population. In a sample of preschool children (N = 165), we examined whether economic stress predicted teacher evaluations of children's self-regulation, whether economic stress predicted children's physiological reactivity (via cortisol levels), and whether economic stress had a similar effect on self-regulation and children's cortisol for COHI versus nonimmigrant children. Greater economic stress was associated with poorer child self-regulation and heightened physiological reactivity across a challenging classroom task for the sample as a whole. However, when we examined children by group, greater economic stress was associated with poorer teacher-reported self-regulation for nonimmigrant children only. In contrast, greater economic stress was related to greater cortisol reactivity across a challenge task for COHIs but not for nonimmigrants. Practice or Policy: Results demonstrate the importance of considering physiological indices of self-regulation (heightened stress physiology), in addition to traditional external indices (teacher report), when assessing self-regulation or risk more generally among preschool samples that are diverse in terms of ethnicity, economic risk, and parents' nativity.
Descriptors: Hispanic Americans, Immigrants, Preschool Children, Stress Variables, Economic Factors, Predictor Variables, Self Control, Metabolism, Comparative Analysis, Physiology, Economically Disadvantaged, Minority Group Students, Cultural Influences, Child Caregivers, Questionnaires, Maximum Likelihood Statistics
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Sponsor: Administration for Children and Families (DHHS); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: 90YE009101; RO3HD05471801