Increasing Low-income Mothers’ Educational Attainment: Implications for Anti-poverty Programs and Policy

Context: Emerging research indicates parental educational attainment is not always stable over time, particularly among young adults with lower levels of income and educational attainment. Though increases in postsecondary education are often highlighted as a route to greater earnings among higher-income students, it is unclear whether increases in parental educational attainment can improve the socioeconomic circumstances of low-income families. Objective: The first goal of the current study was to determine whether low-income mothers increased their educational attainment over a 6-year period as their children transitioned from early childhood through elementary school. Second, the current study examined a range of individual characteristics that may help or hinder a mother’s re-entrance into education. Last, associations between increased maternal education and indicators of family socioeconomic resources were examined to determine ways that increased education among low-income mothers of young children may serve as a mechanism to reduce poverty or other poverty-related risks. Design and Sample: Data for this study come from the Chicago School Readiness Project (CSRP), a cluster randomized control trial of Head Start centers and a longitudinal follow-up of children and their families. The current study included 432 participants. Of those participants, 97% were the child’s mother or female caregiver, 70% lived below the Federal Poverty Line at baseline, and 93% identified as a racial/ethnic minority (i.e., African American, black, or Hispanic). Main Outcome Measures: Maternal educational attainment was collected at 4 time-points across a 6-year period. From these data, a binary variable was created to indicate whether (1) or not (0) mothers increased their educational attainment. Maternal report of household income, unemployment status, and poverty-related risk were examined as indicators of family socioeconomic resources. Results: Thirty-nine percent of mothers increased their educational attainment over the 6-year period of study, and the majority of those mothers attained additional degrees rather than years of schooling alone. Mothers whose children attended treatment-assigned preschool classrooms at baseline were subsequently more likely to increase their educational attainment over time than were mothers of children who initially attended control-assigned classrooms in preschool. Analyses of the roles of parental characteristics in predicting gains in maternal education suggest that mothers who reported greater depressive symptomatology were less likely to increase their educational attainment. Increases in educational attainment, in turn, were positively associated with income earned in subsequent years of our longitudinal follow-up study and negatively associated with maternal unemployment and poverty-related risk when children were in 5th grade. Conclusions: Increases in parent educational attainment were impressive for our sample of low-income mothers, given their exposure to a range of poverty-related risks. Furthermore, our analyses support prior research suggesting that increases in maternal educational attainment may serve as an important mechanism to reduce families’ experience of income poverty

Symposium Title: The children of the CSRP go to school: Their social-emotional and academic well-being in Kindergarten

Abstract 1 Title Page Title: Predicting children's transitions from Head Start to low-performing schools in Chicago: The roles of exposure to poverty-related risk and to early childhood intervention Exposed to a wide range of economic and psychosocial stressors, children in low-income families face greater chances of developing emotional and behavioral problems. For instance, it has been reported that the prevalence of oppositional defiant disorder (ODD) and attention deficit hyperactivity disorder (ADHD) is higher among young children from low-income families than their more advantaged peers Moreover, early school years, especially from kindergarten to third grade, are a critical transitional period not only for promoting children's scholastic and psychosocial development but also for helping prevent the dissipating effects of earlier interventions (Reynolds, Magnuson, & Ou, 2006). Research has consistently shown that the benefits gained by participants, especially those in low-income families, from high-quality early interventions, including Head Start, can be sustained to later school years and even adulthood for those who attend continuing enrichment programs in early school years; but tend to fade out by the second or third year of formal schooling for those who attend inferior schools subsequently Purpose/Objective/Research Question/Focus of Study: This paper investigates the socioeconomic contexts navigated by low-income children enrolled in the Chicago School Readiness Project (CSRP), as they made the transition from preschool to elementary school. We focus on the following two questions. First, do families' exposure to poverty-related risks (i.e., low income, maternal education, and employment engagement) change for the better or for the worse, from the fall of preschool to the fall of kindergarten? Second, we examine the share of CSRP-enrolled preschoolers who subsequently attended kindergarten in low-performing elementary schools. We ask whether children's chances of entry into a lower-performing school differ as a function of (a) their current or past exposure to poverty-related risks, (b) having attended a program randomly assigned to treatment versus control group during the intervention year of CSRP, and (c) having attended a Head Start program that was assessed to be lower-quality at pre-treatment baseline. Settings: A Overall 602 children and 94 teachers participated in CSRP. Children on average were 4 years old and about half were boys. About 66% of participating children were non-Hispanic Black, 26% were Hispanic, and 8% were members of other racial/ethnic groups. Teachers on average were 40 years old and almost all (97%) were female. About 70% of teachers were non-Hispanic Black, 20% were Hispanic, and 10% were non-Hispanic White. Intervention/Program/Practice: The CSRP intervention included three components of services. The first was a 30-hour teacher training focusing on behavior management strategies, which were adapted from the Incredible Years teacher training module Research Design: CSRP randomly assigned a multifaceted classroom-based intervention to two cohorts of Head Start children and teachers in seven of the most economically disadvantaged neighborhoods in Chicago, with Cohort One participating from fall to spring in 2004-05 and Cohort Two from fall to spring in 2005-06. Using a clustered randomized controlled trial (RCT) design and a pairwise matching procedure (Bloom, 2005), we first identified nine pairs of matched sites based on a range of site-level demographic characteristics that were collected by each site and reported annually to the federal government. One site in each matched pair then was randomly assigned to the treatment group and the other to the control group. Two classrooms from each site were initially included. One classroom left after randomization due to Head Start funding cuts. As a result, 35 classrooms (i.e., 18 in the treatment and 17 in the control groups) participated in the CSRP. Data Collection and Analysis: CSRP-enrolled children were followed from Head Start programs into kindergarten, with follow-up parent and teacher interviews completed in the fall of the follow-up year (92% had follow-up data from one or more reporters). Preliminary analyses of school-based follow-up data suggest that children made the transition from 35 Head Start preschool classrooms to over 170 kindergarten classrooms. Those schools whose percentage of children meeting ISAT testing criteria (as reported by Chicago Public Schools elementary scorecard) fell lower than one standard deviation below the mean of all elementary schools are coded as "low-performing." Poverty-related risk is measured by three indicators: family income-to-needs ratios (i.e., less than half the federal threshold in the previous year), maternal educational attainment (i.e., less than a high school degree), and mothers' employment (i.e., 10 hours or less of work per week). Data of poverty-related risk were collected in the fall of both years. Other child-level covariates include the child's gender, race/ethnicity, whether Spanish was spoken at home, whether he/she was in a 2010 SREE Conference Abstract Template 5 single-parent family, and his/her behavioral problems in the fall of Head Start. The quality of Head Start programs in which children were initially enrolled at pretreatment baseline was also measured, as indexed by the Early Childhood Environment Rating Scale-R (ECERS-R; . Other classroom-level covariates collected in the fall of Head Start include teacher behavior management skills, classroom emotional climate, class size, and the number of adults in the classroom. To answer our first question, descriptive analyses of CSRP-enrolled children's exposure to poverty-related stressors are presented. To address the second question, we estimate children's propensity to be enrolled in a low-performing elementary school using a three-level hierarchical logistic regression model with child covariates at Level 1, Head Start classroom covariates at Level 2, and paired Head Start site dummy variables at Level 3. Following the notations in Raudenbush and Bryk (2002), Level 1 is specified in Equations Sample model: Link function: Structural model: where is whether child i in class j at Head Start site k attended low-performing schools (1 = yes and 0 = no); is the expected probability of attending low-performing schools, which is normally distributed; is the log of the odds of attending low-performing schools; and is the vector of the sum of m child-level covariates. Equation where represents the sum of n Head Start classroom-level covariates; and is the random effect with mean of 0. Level 3 is specified in Equation Findings/Results: (Please insert table 1 here) (Please insert table 2 here) Our preliminary analyses find that overall 338 CSRP-enrolled children attended kindergarten at the time of data collection and had valid information on the covariates. To examine the roles of exposure to poverty-related risk and to the CSRP intervention in their enrollment of low-performing schools in kindergarten, we conduct preliminary analyses using the three-level hierarchical logistic regression model specified above and present the results in (Please insert table 3 here) As shown in Based on these preliminary findings, we will conduct further analyses to examine the effects of children's current exposure to poverty-related risks on children's entry to lowperforming schools. In addition, we will also conduct sensitivity tests to examine whether the findings are robust when using different cut-off points (e.g., below the medians or a half of standard deviations) for the definitions of low-performing schools in kindergarten and lowquality Head Start program at pre-treatment baseline. Conclusion: Previous research has found that the CSRP intervention had significant effects on improving classroom processes as well as children's social-emotional skills, self-regulation, and pre-academic skills, and reducing their behavior problems Raver et al., in press). In this study we find that even in the period prior to the economic recession (2004)(2005)(2006), families with young children in Chicago were facing high levels of poverty-related risk. On average, the CSRP-enrolled children had high rates of attending lowperforming schools in the transition from Head Start to kindergarten. Our preliminary evidence shows that the CSRP intervention may set children on more positive educational trajectory since children in the treatment group were less likely to attend low-performing schools compared to their peers in the control group. To sustain the benefits of the CSRP intervention as well as those of Head Start, more help should be provided to these disadvantaged children throughout their subsequent school years. Consulting and Clinical Psychology, 77,[302][303][304][305][306][307][308][309][310][311][312][313][314][315][316] Raver, C. C., Jones, S. M., Li-Grining, C. P., Zhai, F., Bub, K, & Pressler, E. (in press). CSRP's impact on low-income preschoolers' pre-academic skills: Self-regulation and teacherstudent relationships as two mediating mechanisms. Child Development. SREE Conference Abstrac

Poverty as a predictor of 4-year-olds' executive function: New perspectives on models of differential susceptibility.

In a predominantly low-income, population-based longitudinal sample of 1,259 children followed from birth, results suggest that chronic exposure to poverty and the strains of financial hardship were each uniquely predictive of young children’s performance on measures of executive functioning. Results suggest that temperament-based vulnerability serves as a statistical moderator of the link between poverty-related risk and children’s executive functioning. Implications for models of ecology and biology in shaping the development of children’s self-regulation are discussed

Poverty, household chaos, and interparental aggression predict children's ability to recognize and modulate negative emotions

Abstract The following prospective longitudinal study considers the ways that protracted exposure to verbal and physical aggression between parents may take a substantial toll on emotional adjustment for 1,025 children followed from 6 to 58 months of age. Exposure to chronic poverty from infancy to early childhood as well as multiple measures of household chaos were also included as predictors of children's ability to recognize and modulate negative emotions in order to disentangle the role of interparental conflict from the socioeconomic forces that sometimes accompany it. Analyses revealed that exposure to greater levels of interparental conflict, more chaos in the household, and a higher number of years in poverty can be empirically distinguished as key contributors to 58-month-olds' ability to recognize and modulate negative emotion. Implications for models of experiential canalization of emotional processes within the context of adversity are discussed

Hierarchical multi-class segmentation of glioma images using networks with multi-level activation function

For many segmentation tasks, especially for the biomedical image, the topological prior is vital information which is useful to exploit. The containment/nesting is a typical inter-class geometric relationship. In the MICCAI Brain tumor segmentation challenge, with its three hierarchically nested classes 'whole tumor', 'tumor core', 'active tumor', the nested classes relationship is introduced into the 3D-residual-Unet architecture. The network comprises a context aggregation pathway and a localization pathway, which encodes increasingly abstract representation of the input as going deeper into the network, and then recombines these representations with shallower features to precisely localize the interest domain via a localization path. The nested-class-prior is combined by proposing the multi-class activation function and its corresponding loss function. The model is trained on the training dataset of Brats2018, and 20% of the dataset is regarded as the validation dataset to determine parameters. When the parameters are fixed, we retrain the model on the whole training dataset. The performance achieved on the validation leaderboard is 86%, 77% and 72% Dice scores for the whole tumor, enhancing tumor and tumor core classes without relying on ensembles or complicated post-processing steps. Based on the same start-of-the-art network architecture, the accuracy of nested-class (enhancing tumor) is reasonably improved from 69% to 72% compared with the traditional Softmax-based method which blind to topological prior.Comment: 12pages first versio

Allostasis and allostatic load in the context of poverty in early childhood

This paper examined the relation of early environmental adversity associated with poverty to child resting or basal level of cortisol in a prospective longitudinal sample of 1,135 children seen at 7, 15, 24, 35, and 48 months of age. We found main effects for length of time in poverty, poor housing quality, African American ethnicity, and low positive caregiving behavior in which each was uniquely associated with an overall higher level of cortisol from age 7 months to 48 months. We also found that two aspects of the early environment in the context of poverty, adult exits from the home and perceived economic insufficiency, were related to salivary cortisol in a time dependent manner. The effect for the first of these, exits from the home, was consistent with the principle of allostatic load in which the effects of adversity on stress physiology accumulate over time. The effect for perceived economic insufficiency was one in which insufficiency was associated with higher levels of cortisol in infancy but with a typical but steeper decline in cortisol with age at subsequent time points

Poverty-Related Adversity and Emotion Regulation Predict Internalizing Behavior Problems among Low-Income Children Ages 8–11

The current study examines the additive and joint roles of chronic poverty-related adversity and three candidate neurocognitive processes of emotion regulation (ER)—including: (i) attention bias to threat (ABT); (ii) accuracy of facial emotion appraisal (FEA); and (iii) negative affect (NA)—for low-income, ethnic minority children’s internalizing problems (N = 338). Children were enrolled in the current study from publicly funded preschools, with poverty-related adversity assessed at multiple time points from early to middle childhood. Field-based administration of neurocognitively-informed assessments of ABT, FEA and NA as well as parental report of internalizing symptoms were collected when children were ages 8–11, 6 years after baseline. Results suggest that chronic exposure to poverty-related adversity from early to middle childhood predicted higher levels of internalizing symptomatology when children are ages 8–11, even after controlling for initial poverty status and early internalizing symptoms in preschool. Moreover, each of the 3 hypothesized components of ER played an independent and statistically significant role in predicting children’s parent-reported internalizing symptoms at the 6-year follow-up, even after controlling for early and chronic poverty-related adversit

Alterations in MicroRNA Expression Contribute to Fatty Acid–Induced Pancreatic β-Cell Dysfunction

OBJECTIVE—Visceral obesity and elevated plasma free fatty acids are predisposing factors for type 2 diabetes. Chronic exposure to these lipids is detrimental for pancreatic β-cells, resulting in reduced insulin content, defective insulin secretion, and apoptosis. We investigated the involvement in this phenomenon of microRNAs (miRNAs), a class of noncoding RNAs regulating gene expression by sequence-specific inhibition of mRNA translation

Parenting and toddler self‐regulation in low‐income families: What does sleep have to do with it?

Toddlerhood is a sensitive period in the development of self‐regulation, a set of adaptive skills that are fundamental to mental health and partly shaped by parenting. Healthy sleep is known to be critical for self‐regulation; yet, the degree to which child sleep alters interactive child–parent processes remains understudied. This study examines associations between observed parenting and toddler self‐regulation, with toddler sleep as a moderator of this association. Toddlers in low‐income families (N = 171) and their mothers were videotaped during free play and a self‐regulation challenge task; videos were coded for mothers’ behavior and affect (free play) and toddlers’ self‐regulation (challenge task). Mothers reported their child’s nighttime sleep duration via questionnaire. Results revealed significant Sleep × Maternal Negative Affect and Sleep × Maternal Negative Control interactions. Children who did not experience negative parenting had good self‐regulation regardless of their nighttime sleep duration. For children who did experience negative parenting, self‐regulation was intact among those who obtained more nighttime sleep, but significantly poorer among children who were getting less nighttime sleep. Thus, among children who were reported to obtain less nighttime sleep, there were more robust associations between negative parenting and poorer self‐regulation than among toddlers who were reported to obtain more sleep.RESUMENLos primeros años de la niñez son un período sensible en el desarrollo de la auto‐regulación, un grupo de habilidades adaptables que son fundamentales para la salud mental y a las que en parte les da forma la crianza. Es sabido que el dormir bien es esencial para la auto‐regulación y, aun así, el nivel al que el sueño del niño altera los procesos interactivos entre progenitor y niño permanece poco estudiado. Este estudio examina las asociaciones entre la crianza observada y la auto‐regulación del niño pequeño, tomando como moderador de tal asociación el proceso de dormir del niño pequeño. Se grabó en video a niños pequeños de familias de bajos ingresos (N=171) y sus madres durante una sesión de juego libre y una tarea de auto‐regulación que suponía un reto; los videos fueron codificados en cuanto al comportamiento y afecto de las madres (juego libre) y la auto‐regulación de los niños pequeños (tarea que suponía reto). Las madres reportaron acerca del sueño nocturno de sus niños por medio de un cuestionario. Los resultados revelaron interacciones significativas en cuanto al dormir y el negativo afecto materno, así como el dormir y el negativo control materno. Los niños que no experimentaron una crianza negativa tenían una buena auto‐regulación independientemente de la duración de su sueño nocturno. En el caso de los niños que experimentaron una crianza negativa, la auto‐regulación quedó intacta en aquellos que lograban más tiempo nocturno de dormir, pero fue significativamente más pobre en los niños que tenían menos tiempo de sueño nocturno. Por tanto, en el caso de los niños indicados en el reporte con menos tiempo de dormir nocturno, se dieron asociaciones más robustas entre la crianza negativa y una más pobre auto‐regulación que entre los niños pequeños indicados en el reporte con más tiempo de dormir.RÉSUMÉLa petite enfance est une période sensible dans le développement de l’auto‐régulation, un ensemble de compétences qui sont fondamentales pour la santé mentale et en partie formées par le parentage. L’on sait qu’un sommeil sain est critique pour l’auto‐régulation et pourtant la mesure dans laquelle le sommeil de l’enfant altère les processus interactifs enfant‐parent demeure peu étudiée. Cette étude examine les liens entre le parentage observé et l’auto‐régulation du petit enfant, le sommeil de l’enfant ayant un effet modérateur dans ce lien. Des jeunes enfants de familles issues de milieux défavorisés (N=171) et leurs mères ont été filmés durant un jeu libre et un exercice de défi d’auto‐régulation. Les vidéos ont été codées pour le comportement des mères et l’affect (jeu libre) et l’auto‐régulation des jeunes enfants (exercice de défi). Les mères ont fait état de la durée de sommeil nocturne de leur enfant au moyen d’un questionnaire. Les résultats ont révélé que : sommeil significatif x l’affect négatif maternel et le sommeil x négatif maternel contrôle les interactions. Les enfants qui n’avaient pas fait l’expérience d’un parentage négatif avaient une bonne auto‐régulation quelle qu’ait été la durée du sommeil nocturne. Pour les enfants ayant fait l’expérience d’une parentage négatif, l’auto‐régulation était intacte chez ceux ayant plus dormi, mais bien moindre chez les enfants qui avaient moins dormi. Donc, chez les enfants ayant moins de sommeil nocturne les liens bien plus robustes ont été découverts entre le parentage négatif et une moindre auto‐régulation que chez les petits enfants dormant plus durant la nuit.ZUSAMMENFASSUNGDas Kleinkindalter ist ein sensibler Zeitraum für die Entwicklung der Selbstregulation – einer Reihe von Anpassungsfähigkeiten, die für die psychische Gesundheit grundlegend sind und teilweise durch Erziehung geprägt werden. Gesunder Schlaf ist bekanntlich entscheidend für die Selbstregulation, aber das Ausmaß, in dem der Kinderschlaf interaktive Prozesse zwischen Kind und Eltern verändert, ist bisher nur unzureichend erforscht wurden. Diese Studie untersucht Zusammenhänge zwischen beobachtetem Erziehungsverhalten und der Selbstregulation von Kleinkindern, wobei der Schlaf der Kleinkinder als Moderator dieser Assoziation fungiert. Kleinkinder aus einkommensschwachen Familien (N=171) und ihre Mütter wurden während des freien Spiels und einer herausfordernden Aufgabe zur Selbstregulation gefilmt; die Videos wurden für das Verhalten und die Affekte der Mütter (freies Spiel) und die Selbstregulation der Kleinkinder (herausfordernde Aufgabe) kodiert. Die Mütter berichteten per Fragebogen über die nächtliche Schlafdauer ihres Kindes. Die Ergebnisse zeigten signifikante Interaktionen für Schlaf und mütterlichen negativen Affekt sowie für Schlaf und mütterliche negative Kontrollinteraktionen. Kinder, die keine negative Erziehung erlebten, hatten eine gute Selbstregulation, unabhängig von ihrer nächtlichen Schlafdauer. Bei Kindern, die eine negative Erziehung erfuhren, war die Selbstregulation bei denen, die mehr Nachtschlaf erhielten, intakt und bei Kindern, die weniger Nachtschlaf erhielten, jedoch deutlich schlechter. So gab es bei Kindern, von denen berichtet wurde, dass sie weniger Nachtschlaf erhielten, robustere Assoziationen zwischen negativer Erziehung und schlechterer Selbstregulation als bei Kleinkindern, von denen berichtet wurde, dass sie mehr Schlaf erhielten.抄録低収入家庭における子育てと幼児の自己調整力:睡眠が関与するものとは何か？幼児期は、自己調整力、つまりメンタルヘルスの基礎であり、ある程度までは子育てによって形成される、一連の適応スキルの発達が影響を受けやすい時期である。健康的な睡眠は自己調整力には不可欠のものとして知られているが、子どもの睡眠が子どもと親の相互作用の過程をどの程度まで改めるかについては、いまもなお研究課題のままである。本研究は、観察によって得られた子育てと幼児の自己調整力の関連性について幼児の睡眠を仲介として検討することである。低所得家庭 (N=171) で生活している幼児と母親が自由遊びと自己調整のチャレンジタスクに取り組む間中ビデオ録画した。ビデオデータは母親の行動と感情(自由遊び)と幼児の自己調整力(チャレンジタスク)としてコード化された。子どもの夜間の睡眠時間は母親からの質問紙を通して報告された。その結果、睡眠と母親の否定的感情の間、そして睡眠と母親の否定的コントロールの間には著しい相互関連性が認められた。否定的育児を経験していない子どもは、夜間の睡眠時間に関わらず、よい自己調整力を持っていた。否定的育児を経験した子どもでは、自己調整力はより長い夜間睡眠をとっている子どもにおいては保たれていたが、より短い睡眠時間しかとっていない子どもにおいては著しく低かった。このようにより短い睡眠時間しかとっていないと報告された子どもにおいては、より長い睡眠をとっている幼児より、否定的育児とより低い自己調整力の間により確かな関連性が示された。摘要低收入家庭的育兒和幼兒自我調節:與睡眠有什麼關係？幼兒期是自我調節發展的一個敏感時期， 這是一套適應性技能， 是心理健康的基礎， 部分由養育方式塑造。眾所周知， 健康睡眠對於自我調節至關重要， 然而， 兒童睡眠如何改變兒童 ‐ 父母互動仍未得到充分研究。本研究探討觀察到的養育方式與幼兒自我調節的關聯， 及幼兒睡眠作為這種關聯的調節變數。低收入家庭的幼兒 （N = 171） 和母親在自由遊戲和自我調節挑戰任務中被錄像; 視頻被編碼為母親的行為和情感 （自由遊戲） 和幼兒的自我調節 （挑戰任務）。母親通過問卷報告孩子的夜間睡眠時間。結果顯示顯著的睡眠x母體負面情感和睡眠 x 母體負面控制相互作用。沒有經歷負面養育的孩子， 無論夜間睡眠時間長短， 都有良好的自我調節能力。對於那些經歷過負面養育的孩子， 在夜間睡眠較多的人中， 自我調節是完整的， 但在夜間睡眠較少的孩子中， 自我調節顯著較差。因此， 在夜間睡眠較少的兒童中， 負面育兒和較差的自我調節的關聯性強於較多睡眠的幼兒。ملخصالرعاية الوالدية والتنظيم الذاتي للطفل في الأسر ذات الدخل المنخفض: ما علاقة النوم بذلك ؟الطفولة هي فتره حساسة في تطوير التنظيم الذاتي ، والذي يمثل مجموعه من المهارات التكيفيه التي هي أساسيه للصحة النفسية وتتشكل جزئيا عن طريق الأبوه والأمومه. ومن المعروف ان النوم الصحي أمر بالغ الاهميه للتنظيم الذاتي ، ومع ذلك ، فان الدرجة التي يغير بها نوم الطفل في العمليات التفاعلية التي يقوم بها الطفل مع الوالدين لا تزال غير خاضعة للدراسة الكافية. تتناول هذه الدراسة العلاقات بين الرعاية الوالدية الملحوظة والتنظيم الذاتي للطفل الصغير ، حيث نوم الطفل يمثل المتغير الوسيط في هذه العلاقة. اشترك في الدراسة مجموعة من الأطفال الصغار في الأسر ذات الدخل المنخفض (العدد = 171) وأمهاتهم وتم تصويرهم بالفيديو اثناء اللعب الحر مع تكليفهم بمهمة تحدي التنظيم الذاتي ؛ تم ترميز تسجيلات الفيديو لسلوك الأمهات وعاطفتهم في (اللعب الحر) والتنظيم الذاتي للأطفال الصغار في (مهمة التحدي). وأبلغت الأمهات عن مده النوم الليلي لأطفالهن عن طريق الاستبيان. أظهرت النتائج تفاعلات ذات دلالة إحصائية بين النوم والعاطفة السلبية عند الأمهات وبين النوم والسيطرة السلبية للأمهات . الأطفال الذين لا يعانون من الابوه والامومه السلبية كان لديهم قدرات جيدة على التنظيم الذاتي بغض النظر عن مده النوم ليلا. بالنسبة للأطفال الذين يعانون من الابوه والامومه السلبية ، كان التنظيم الذاتي سليما بين أولئك الذين حصلوا علي المزيد من النوم ليلا ، ولكن أضعف بكثير بين الأطفال الذين كانوا يحصلون علي اقل النوم ليلا. وبالتالي ، فانه من بين الأطفال الذين ابلغ عن حصولهم علي قسط اقل من النوم الليلي ، كانت هناك رابطات اقوي بين الرعاية الوالدية السلبية والتنظيم الذاتي الأقل منها بين الصغار الذين أفيد بأنهم يحصلون علي المزيد من النوم.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/150525/1/imhj21783.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/150525/2/imhj21783_am.pd