Poverty, Self-Regulation and Executive Function, and Learning in K-2 Classrooms: A Systematic Literature Review of Current Empirical Research

Allee-Herndon, Karyn A.; Roberts, Sherron Killingsworth

doi:10.1080/02568543.2019.1613273

Cited by 16 publications

(6 citation statements)

References 40 publications

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“…After accounting for version effects, age, and gender, children from households with annual incomes of $60,000 or below showed poorer task performance, consistent with multiple studies describing poorer endogenous attention for children living in financially impoverished households (Allee-Herndon & Roberts, 2019; Brandes-Aitken et al, 2019). Poor sustained attention and inhibitory control in children from lower income households may be offset by relative strengths in other cognitive capacities (Ellis et al, 2022).…”

Section: Discussionsupporting

confidence: 83%

Psychometric properties of a combined go/no-go and continuous performance task across childhood.

Clark¹,

Cook²,

Wang³

et al. 2023

Psychological Assessment

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Despite the critical importance of attention for children's self-regulation and mental health, there are few task-based measures of this construct appropriate for use across a wide childhood age range including very young children. Three versions of a combined go/no-go and continuous performance task (GNG/CPT) were created with varying length and timing parameters to maximize their appropriateness for age groups spanning early to middle childhood. As part of the baseline assessment of a clinical trial, 452 children aged 3-12 years (50% male, 50% female; 52% White, non-Hispanic, 27% Black, 16% Hispanic/Latinx; 6% other ethnicity/race) completed the task. Confirmatory factor analysis indicated that all task versions assessed two latent factors, labeled response inhibition and sustained attention. Versions for older children elicited lower overall accuracy while equating levels of inhibitory demand. All versions showed limited floor and ceiling effects, as well as developmental sensitivity. Boys showed higher commission error rates and children from lower income households showed lower performance across multiple task metrics. Task metrics, especially d prime and accuracy summary scores, correlated with parent-reported executive function and externalizing behavior. Task scores show promise as valid and sensitive indicators of inhibition and sustained attention across heterogeneous pediatric age groups. Public Significance StatementThere are very few well-developed measures of children's management of their attention, although attention is fundamental to children's learning and well-being. This study describes and validates a task that can be used even with very young children to measure and monitor their attention skills. The task may be especially useful for clinicians and researchers hoping to understand and support attention in children of widely varying ages.

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Section: Discussionsupporting

confidence: 83%

Psychometric properties of a combined go/no-go and continuous performance task across childhood.

Clark¹,

Cook²,

Wang³

et al. 2023

Psychological Assessment

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“…Still, the fact that transfer effects between music education and cognitive flexibility emerged following a short-term music education program is relevant, particularly when we consider our study population: children from high-needs schools situated in areas of high poverty. Executive function skills are negatively affected by poverty (Allee-Herndon & Roberts, 2019), yet are vital for child development, given their associations with academic skills and later success in life (Diamond & Lee, 2011; Fitzpatrick et al, 2014). Our research also hints at the role of children's cultural background alongside social expectations and group affiliation on prosocial responding.…”

Section: Discussionmentioning

confidence: 99%

Musical Activities, Prosocial Behaviors, and Executive Function Skills of Kindergarten Children

et al. 2021

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Prosocial behaviors and executive function are staples of child development. Engagement in music has been associated with enhanced prosocial behaviors and executive function skills in children and youth. Yet, research concerning the role of formal music programs in the development of these important behaviors and skills remains elusive. The aim of this exploratory study was to investigate the role of a 5-week music program on prosocial behaviors (instrumental helping and sharing) and executive function skills (cognitive flexibility and working memory/inhibition control) of 103 kindergarten children from two public schools in a large urban center in the United States, serving predominantly Latinx children from underserved communities. Our data suggested that the short music program positively influenced children's cognitive flexibility, but not working memory, nor prosocial skills (sharing and helping). Findings are discussed in light of earlier studies, methodological issues, and limitations, and in relation to developmental and cultural issues surrounding child participants. Implications for future research and practice are outlined.

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“…The influence of self-regulation is widely studied in many different disciplines, from educational sciences to psychology, from physical education to preschool education, using qualitative and quantitative research methods (Kazu & Simge, 2021). In some of the experimental studies, the impacts or relationships of selfregulation on students' traits such as self-efficacy, attitudes, behaviors, and beliefs were researched (Theobald, 2021;Allee-Herndon, & Roberts, 2019). In some studies, the variables influencing selfregulation were researched (Zeidner et al, 2000).…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

Investigation of the relationships between the attitudes of secondary school students towards robotic activities and the levels of self-regulation, metacognitive awareness

AĞIR

2022

Journal of Educational Technology and Online Learning

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This study examines secondary school students' attitudes toward robotics, self-regulation skills, and meta-cognition awareness. The research was conducted in the correlational research model, one of the general survey models. The research sample comprised 68 secondary school students who attended a robotic course for at least two terms. The research data were collected using online data collection tools consisting of two parts. The first part is demographic questions, and the second contains attitudes toward robotics, self-regulation skills, and meta-cognition awareness Scale items. Descriptive statistics, ANOVA, T-Test, and Pearson Correlation analyses were used to analyze the data. While there was no significant difference between students' attitudes towards robotic activities, self-regulation skills, and metacognitive skills according to their education level of mother and father, a statistically significant difference was found between self-regulation skills according to grade levels. The self-regulation scores of fifth and sixth grade students are significantly higher than those of seventh grade students. Finally, a high positive correlation was found between students' attitudes toward robotic activities and their self-regulation and metacognitive skills.

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Poverty, Self-Regulation and Executive Function, and Learning in K-2 Classrooms: A Systematic Literature Review of Current Empirical Research

Cited by 16 publications

References 40 publications

Psychometric properties of a combined go/no-go and continuous performance task across childhood.

Psychometric properties of a combined go/no-go and continuous performance task across childhood.

Musical Activities, Prosocial Behaviors, and Executive Function Skills of Kindergarten Children

Investigation of the relationships between the attitudes of secondary school students towards robotic activities and the levels of self-regulation, metacognitive awareness

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