Early life stress and behavior problems in early childhood: Investigating the contributions of child temperament and executive functions to resilience

Maat, Donna A. de; Schuurmans, Isabel K.; Jongerling, Joran; Metcalf, Stephen A.; Lucassen, Nicole; Franken, Ingmar H. A.; Prinzie, Peter; Jansen, Pauline W.

doi:10.1111/cdev.13663

Cited by 26 publications

(17 citation statements)

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“…Indeed, although individual ELS domains were found to be associated with outcomes when examined separately, associations were substantially attenuated when these domains were modeled simultaneously, suggesting that these associations are mainly driven by shared variance across stressors. This is in line with previous research, showing that early life stressors co‐occur (Ackerman et al, 1999; Appleyard et al, 2005; Evans, 2004) and that the shared variance amongst these stressors is associated with poorer child functioning (Cortes Hidalgo et al, 2020; de Maat et al, 2021), following a dose‐response gradient. In addition, we extend this work by showing that the shared variance also is associated more strongly with the IQ‐achievement discrepancy.…”

Section: Discussionsupporting

confidence: 90%

“…Early life stress (ELS) describes an individual's exposure to single or multiple adverse events in prenatal life and childhood, leading to prolonged phases of stress (Lupien et al, 2009; Pechtel & Pizzagalli, 2011). Robust evidence shows that exposure to prenatal (i.e., the fetal period) and postnatal (i.e., from birth onwards) ELS is harmful and predicts poor developmental outcomes on a social, emotional, and behavioral level (de Maat et al, 2021; Kingston et al, 2012; Liming & Grube, 2018). A number of individual prenatal and postnatal stressors have been linked to academic achievement and IQ separately (e.g., poverty and childhood maltreatment; Kaya et al, 2016; Young‐Southward et al, 2020).…”

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confidence: 99%

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The association of early life stress with IQ‐achievement discrepancy in children: A population‐based study

et al. 2022

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Early life stress (ELS) is associated with lower IQ and academic achievement; however, it remains unclear whether it additionally explains their discrepancy. In 2,401 children (54% girls, 30.2% migration background) from the population‐based study Generation R Study, latent factors of prenatal and postnatal (age 0–10) ELS were estimated, and IQ‐achievement discrepancy (age 12) was quantified as variance in academic achievement not explained by IQ. ELS was prospectively associated with larger IQ‐achievement discrepancy (βprenatal = −0.24; βpostnatal = −0.28), lower IQ (βprenatal = −0.20; βpostnatal = −0.22), and lower academic achievement (βprenatal = −0.31; βpostnatal = −0.36). Associations were stronger for latent ELS than for specific ELS domains. Results point to ELS as a potential prevention target to improve academic potential.

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Section: Discussionsupporting

confidence: 90%

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confidence: 99%

The association of early life stress with IQ‐achievement discrepancy in children: A population‐based study

et al. 2022

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“…In order to investigate early life adversity, we created a broad CR index based on maternal and paternal self-reports collected from birth up until child age 5 years. In previous Generation R Studies, comparable "stress" latent factors were implemented with good model fit indices (De Maat et al, 2021;Cortes Hidalgo et al, 2020;Rijlaarsdam et al, 2017;Schuurmans et al, 2021, Manuscript submitted for publication). Single risks within the CR index were previously linked to child internalizing and externalizing problems (see systematic review by Carneiro et al, 2016).…”

Section: Cumulative Risk Scorementioning

confidence: 99%

Cumulative Risk and Internalizing and Externalizing Problems in Early Childhood: Compensatory and Buffering Roles of Family Functioning and Family Regularity

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In this preregistered study, we studied the extent to which family functioning and family regularity compensated for (compensatory model of resilience, Garmezy et al., Child Development 55:97–111, 1984) and buffered against (risk-protective factor model of resilience, Fergus and Zimmerman, Annual Review of Public Health 26:399–419, 2005) the influence of cumulative risks (CRs) on young children’s internalizing and externalizing problems. We conducted path analyses on multi-informant, longitudinal data from 3159 families enrolled in the Generation R Study, a large prospective birth cohort in the Netherlands. Children self-reported on internalizing and externalizing problems at age six. Mothers and fathers reported on 48 CRs between birth and child age five. Mothers reported on family regularity items at child ages two and four, and on family functioning at child age four. CR was positively associated with girls’ and boys’ internalizing problems, and with boys’ externalizing problems. We did not find support for a compensatory or buffering role of family functioning on the association between CR and children’s internalizing or externalizing problems. Our findings suggest that the use of a CR index may be beneficial for identifying children who are at higher risk for developing internalizing and externalizing problems in the early school years, as well as for planning treatment and intervention. Keywords: Cumulative risk, Internalizing problems, Externalizing problems, Family functioning, Family regularity, Early childhood.

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“…Since EFs can mainly be described by their cognitive and volitional character [38], it seems that it is the cool system of effortful control that overlaps with them. Taking together, the temperamentally based concept of EC and the neurocognitive concept of EF are important aspects of self-regulation and seem to share important features [39] [40] [41]. Caregiver ratings of EC have been found to be associated with a variety of so-called executive function tasks and both EC and EF have been found to demonstrate similar developmental trajectories through childhood [41] [42].…”

Section: Effortful Control Executive Function and Metacognitionmentioning

confidence: 99%

The Relationship of Effortful Control to Academic Achievement via Children’s Learning-Related Behaviors

Sofologi¹,

Koulouri²,

Ntinou³

et al. 2022

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Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention [1], which is related to individual differences in self-regulation. Although effortful control covers some dispositional self-regulatory abilities important to cope with social demands of successful adaptation to school, such as attention regulation, individual differences in EC have recently been associated with school functioning through academic achievement including the efficient use of learning-related behaviors, which have been found to be a necessary precursor of learning and they refer to a set of children's behaviors that involve organizational skills and appropriate habits of study. Therefore, the aim of this study is to review the literature on EC's relationship to academic achievement via learning-related behaviors, which reflect the use of metacognitive control processes in kindergarten and elementary school students. The findings indicate that EC affects academic achievement through the facilitation of the efficient use of metacognitive control processes.

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Early life stress and behavior problems in early childhood: Investigating the contributions of child temperament and executive functions to resilience

Abstract: This is an open access article under the terms of the Creat ive Commo ns Attri butio n-NonCo mmerc ial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Cited by 26 publications

References 82 publications

The association of early life stress with IQ‐achievement discrepancy in children: A population‐based study

The association of early life stress with IQ‐achievement discrepancy in children: A population‐based study

Cumulative Risk and Internalizing and Externalizing Problems in Early Childhood: Compensatory and Buffering Roles of Family Functioning and Family Regularity

The Relationship of Effortful Control to Academic Achievement via Children’s Learning-Related Behaviors

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