Associations Between Early Family Risk, Children’s Behavioral Regulation, and Academic Achievement in Portugal

This study examined concurrent associations between family sociodemographic risk, self-regulation, and early literacy and mathematics in young children from Azores, Portugal (N ¼ 186). Family sociodemographic risk was indexed by low maternal education, low family income, and low occupational status. Behavioral aspects of self-regulation were assessed using a direct measure called the Head–Toes–Knees–Shoulders task. Results of structural equation modeling revealed that family sociodemographic risk had significant negative effects on behavioral regulation and academic achievement. Behavioral regulation was positively associated with academic achievement when we adjusted for the influence of family sociodemographic risk and child verbal IQ. Furthermore, behavioral regulation mediated the association between family sociodemographic risk and mathematics achievement. Practice or Policy: The results suggest the detrimental effect of family socioeconomic risk in Portugal and the potential importance of behavioral regulation for school success for Portuguese childreninfo:eu-repo/semantics/publishedVersio

Growing Up with Assets and Risks: The Importance of Self-Regulation for Academic Achievement

This study examined children’s self-regulation, demographic risks [English Language Learner (ELL) status, being from a low-income family], and academic achievement longitudinally across four time points (fall and spring of the prekindergarten and kindergarten years). Findings suggested that assets such as high self-regulation in the fall of prekindergarten were significantly related to children’s academic achievement in prekindergarten and during the transition to kindergarten. The effect of self-regulation on achievement did not vary as a function of risk. Higher self-regulation significantly predicted higher academic skills regardless of risks. Discussion highlights the importance of assets, such as strong self-regulation, for early academic achievement

Do Older Parents have More Self-Regulated Children?

Strong self-regulation in early childhood is a key predictor of academic and social success from elementary school through college (McClelland et al., 2012). This study analyzed the influence of the age of the child’s parent on the child’s self-regulation as measured by the HTKS (Head-Toes-Knees-Shoulders) measure. Relations between children’s self-regulation scores and their parent’s age were initially examined and then were tested again after controlling for family income and child age. Higher child self-regulation was significantly related to having older parents. However, this correlation lost significance after family income (Head Start status) and child age were controlled. These results suggest that although parent age and child self-regulation are significantly related, family income and child age are stronger predictors of children’s self-regulation

Relations between Parental Marital Status, Residential Mobility, and Children’s Academic Achievement and Self-Regulation in Kindergarten

Children’s self-regulation and academic achievement are important factors in predicting school readiness and later academic outcomes. This study examined relationships between parental marital status and residential mobility on children’s academic achievement and self-regulation in kindergarten. Using a diverse sample of 131 kindergarten children, results indicated that the number of family moves was related to lower literacy skills at the beginning of kindergarten In addition, being a single parent was significantly related to lower self-regulation in children

Cooperation and achievement in preschoolers

According to recent research, children’s learning related skills, such as cooperation, self-regulation, responsibility, and independence, are closely related to their academic outcomes (McClelland, Acock, Morrison 2006). While self regulation during preschool and it’s related skills are predictors of later academic achievement, it might be beneficial to determine a simple screening tool that would identify children who might need to be assessed more in-depth to determine if they would benefit from interventions. Specifically, cooperation with peers is an easily observable behavior, and a predictor of achievement (Ladd, Birtch, and Buhs, 1999), which can be measured with the Observed Child Engagement Scale (Rimm-Kaufman, Curby, Grimm, Nathanson, and Brock, 2009). Scores for preschoolers’ peer cooperation in on the OCES have been found to be related to scores on a self-regulation measure, the Head Toes Knees Shoulders (HTKS) task. Additionally, performance on the HTKS task can be predictive of later academic performance (Ponitz, McClelland, Matthews, and Morrison, 2009). Given the close nature of these relationships, it might be beneficial to further explore the connections between cooperation and achievement. This study attempts to determine those connections by exploring the relationship between observed instances of cooperation with peers as scored on the OCES and academic achievement scores on the Woodcock-Johnson Psychoeducational Battery III Tests of Achievement Applied Problems and Letter-Word Identification subscales (Woodcock and Mather, 2000). The study investigates the following question: (1) What is the relationship between instances of observed cooperation with peers on the OCES and scores Woodcock-Johnson III achievement tasks

Parental marital status and child self-regulation

Parents play an essential role in their child’s development of the skills needed for self-regulation. The current study examined the relationship between parental marital status and child self-regulation. Analyzing a sample of 328 preschool children, results indicate having married parents is related to higher self-regulation in children. These results suggest that living in a single-parent or married parent househol

Exploring gender differences in self regulation among Head Start and non-Head Start kids

Children’s self-regulation and socio-economic status are important factors in predicting later academic outcomes and kindergarten readiness. This study examined relationships between socio-economic status (SES), gender differences, and performance on the Heads-Toes-Knees-Shoulders (HTKS) self-regulation assessment. Using a diverse sample of 408 preschool children, results indicated: Low-income children in Head Start displayed significantly lower self-regulation than children not enrolled in Head Start. The gender gap in self-regulation was significantly larger in Non-Head Start children when compared to Head Start children

Socioeconomic Status and Motor Skills in Preschool Aged Children

Fine and gross motor skills are essential for healthy development. Studies suggest that children in lower socioeconomic status (SES) families present a delay in these essential motor skills and, therefore, are at risk for poor motor skill development.This study aimed to correlate fine and gross motor skills with family socioeconomic status, as defined by parent education level. 87 children between the ages of 3-5 years were assessed and their family demographic information was analyzed. The results suggested that there was a significant correlation between SES and fine and gross motor skill performance. Results indicate that children from low SES families are more likely to have weaker fine and gross motor functio

Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

The present study investigated the direct effects of residential mobility on children’s inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female) studied in the fall and spring of the preschool year (73% were enrolled in Head Start). Residential mobility was significantly and negatively associated with fall inhibitory control and fall math and literacy. Significant indirect effects of mobility were found for spring math and literacy through inhibitory control and fall achievement. Specifically, the negative relation between mobility and spring math and literacy was partially explained by lower scores on fall inhibitory control and academic skills. The current study contributes to existing literature by specifying pathways linking frequent moves and achievement for young children. Policy implications are discussed.Keywords: preschool, inhibitory control, residential mobility, academic achievemen