Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences.

Li‐Grining, Christine P.

doi:10.1037/0012-1649.43.1.208

Cited by 280 publications

(282 citation statements)

References 101 publications

(180 reference statements)

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“…A computerized task was modified from a measure originally developed by Baym, Corbett, Wright, and Bunge (2008) to assess children's cognitive flexibility, the ability to quickly adapt behaviors to changing cognitive demands. As cognitive flexibility also requires inhibition of a prepotent response (i.e., repetition of a preceding response) cognitive flexibility and similar constructs (e.g., executive control) have been previously conceptualized as a type of EC (Li-Grining, 2007). At the same time, cognitive flexibility can also be distinguished from other measures of EC (e.g., the behavioral persistence measure used in the present study) because it also involves components of working memory (Liew, 2012;Li-Grining, 2007).…”

Section: Effortful Control (Ec)mentioning

confidence: 96%

“…Second, EC might interact with contextual factors or proximal processes in shaping children's academic development. Because previous applications of the bioecological theory have rarely integrated assessment of EC (with the exception of the work by Li-Grining, 2007, these hypotheses have not been explicitly tested in the literature. Below we provide a brief review of the literature on the specific family factors examined in the present study and their links to EC and achievement.…”

Section: The Role Of Effortful Control In the Links Between Family Famentioning

confidence: 99%

“…As cognitive flexibility also requires inhibition of a prepotent response (i.e., repetition of a preceding response) cognitive flexibility and similar constructs (e.g., executive control) have been previously conceptualized as a type of EC (Li-Grining, 2007). At the same time, cognitive flexibility can also be distinguished from other measures of EC (e.g., the behavioral persistence measure used in the present study) because it also involves components of working memory (Liew, 2012;Li-Grining, 2007). Target stimuli were cartoon characters colored in shades of red or blue.…”

Section: Effortful Control (Ec)mentioning

confidence: 99%

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Effortful control and early academic achievement of Chinese American children in immigrant families

Chen

Main

Zhou

et al. 2015

Early Childhood Research Quarterly

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a b s t r a c tThe present study examined the direct and indirect relations of family contextual factors, effortful control (EC), and the early math and English literacy skills of first and second-generation Chinese American immigrant children in early elementary school. Using a socioeconomically diverse sample of 258 Chinese American children (53% receiving free-or reduced-price school lunch), we assessed EC with a combination of parent and teacher reports, computerized neuropsychological tests, and a behavioral frustration task. Children's math calculation and English literacy skills were assessed with standardized achievement tests. Results of structural equation modeling suggested that: (a) EC was positively associated with both math and English literacy skills; (b) parents' enculturation was marginally and positively associated with children's EC, and EC mediated the link between parent's enculturation and children's achievement, (c) authoritarian parenting was marginally and negatively associated with children's EC, and EC mediated the link between authoritarian parenting and children's achievement; (d) parents' enculturation had a direct and negative link to children's English literacy skills; and (e) no evidence of an EC × SES interaction was found. The findings highlight the need to consider joint influences of socioeconomic, interpersonal, and cultural factors on children's academic development in immigrant families; and provide support for promoting children's effortful control as an intermediate target of intervention.

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Section: Effortful Control (Ec)mentioning

confidence: 96%

Section: The Role Of Effortful Control In the Links Between Family Famentioning

confidence: 99%

Section: Effortful Control (Ec)mentioning

confidence: 99%

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Effortful control and early academic achievement of Chinese American children in immigrant families

Chen

Main

Zhou

et al. 2015

Early Childhood Research Quarterly

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“…In addition, EF development depends, in part, upon sensitive-responsive caregiving and opportunities for guided exploration of the social and physical environment, fostering sustained joint attention, emotional understanding, planning, and problem-solving skills (Goldsmith & Rogoff, 1997;Lengua, Honorado, & Bush, 2007;Kochanska et al, 2000). When children experience the factors associated with family poverty, including maternal depression, low levels of social support, stressful life events, and exposure to violence, they are more likely to display delays in the development of EF (Goldsmith & Rogoff, 1997;Lengua et al, 2007;Li-Grining, 2007). For these reasons, school readiness interventions designed to reduce the delays associated with socioeconomic disadvantage may need to attend more carefully to EF development to better understand and maximize intervention impact.…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

et al. 2008

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Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social-emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.Growing up in poverty significantly increases the likelihood that children will start school well behind their advantaged peers in key areas of language development and emergent literacy skills (Zill et al., 2003). Perhaps even more critically, many will start school without the social-emotional maturity and classroom behaviors that foster "readiness to learn," impeding their rate of progress once in school, and contributing to gaping disparities in school performance, high school graduation rates, and long-term employment potential (Campbell & von Stauffenberg, 2008;McClelland, Acock, & Morrison, 2006;Ryan, Fauth, & Brooks-Gunn, 2006). Rates of child poverty are on the rise in the United States, now affecting nearly one out of five children (Children's Defense Fund, 2005), making the problem of understanding and promoting school readiness a national priority.Recent efforts to promote school readiness for children growing up in poverty have focused on improving the instructional content of preschool programs, particularly Head Start programs, to enhance children's acquisition of key emergent literacy skills (such as letter identification and phonemic sensitivity) that are strong predictors of later achievement (Lonigan, Burgess, & Anthony, 2000). Although important, instructional strategies that focus narrowly on promoting the memorization of discrete content may "miss the mark" developmentally. The long-term impact of preschool interventions may depend on the degree to which they foster the development of mental systems that support learning and adaptive learning behaviors (Blair, 2002). For this reason, the Committee on Integrating the Science of Early Childhood Development (Shonkoff & Phillips, 2000) and others have underscored the importance of promoting self-regulation and social competence in preschool Copyright ©2008 Cambridge University Press Address correspondence and reprint requests to: Karen Bierman, Pennsylvania ...

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“…Beispielsweise zeigen Kinder, deren Mütter in der Erziehung klare Grenzen setzen und somit das Cool-System ansprechen, eine höhere Selbstkontrolle als Kinder, deren Mütter kaum oder nur indirekt Grenzen setzen (Houck & Lecuyer-Maus, 2004 (Evans & English, 2002;Li-Grining, 2007). Die Studien weisen zudem auf einen vermittelnden Effekt dieser multiplen Stressoren zwischen einem geringen SES und geringer Selbstkontrolle hin (Evans & English, 2002;Li-Grining, 2007 (Fuhrer & Mayer, 2005).…”

Section: In Vielen Untersuchungen Zur Prognostischen Bedeutsamkeit Deunclassified

Selbstkontrolle bei Vorschulkindern unterschiedlicher kultureller Herkunft

Neubauer¹,

Gawrilow²,

Hasselhorn³

2014

Frühe Bildung

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Eine Voraussetzung für schulischen Erfolg ist Selbstkontrolle. Schulkinder mit türkischem Migrationshintergrund zeigen im deutschen Bildungssystem einen spezifischen Leistungsnachteil. Die vorliegende Studie untersucht, ob die Selbstkontrolle von Kindern mit türkischem Migrationshintergrund geringer ist, als die von deutschen Kindern ohne Migrationshintergrund. Um zu prüfen, ob kultur- und/oder migrationsspezifische Faktoren relevant sind, wurde die Selbstkontrollfähigkeit von Kindergartenkindern in Deutschland mit einem türkischen Migrationshintergrund (n = 31) verglichen mit Kindern eines anderen Migrationshintergrundes (n = 37), sowie deutschen (n = 55) und türkischen Kindern ohne Migrationshintergrund (n = 62). Die in Deutschland untersuchten Gruppen (ohne Migrationshintergrund, türkischer Migrationshintergrund und Migrationshintergrund aus anderen Ländern) unterschieden sich nicht in ihrer Selbstkontrolle. Allerdings wiesen die in der Türkei untersuchten türkischen Kinder ohne Migrationshintergrund eine geringere Selbstkontrolle auf als die deutschen Kinder ohne Migrationshintergrund. Die Ergebnisse werden bezüglich ihrer Aussagekraft über mögliche migrations- und kulturspezifische Einflussfaktoren auf die Selbstkontrolle von Kindergartenkindern diskutiert.

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Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences.

Cited by 280 publications

References 101 publications

Effortful control and early academic achievement of Chinese American children in immigrant families

Effortful control and early academic achievement of Chinese American children in immigrant families

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

Selbstkontrolle bei Vorschulkindern unterschiedlicher kultureller Herkunft

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