The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten

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

“…Findings demonstrated that family sociodemographic risk, indexed by low maternal education, low family income, and low maternal occupational status, was negatively related to behavioral regulation and academic achievement. Consistent with earlier studies (Mezzacappa, 2004;Mistry et al, 2010;Wanless, McClelland, Tominey, et al, 2011), children who experienced higher levels of family sociodemographic risk showed poorer behavioral regulation skills, lower levels of letter identification and mathematics as compared to children who experienced lower levels of risk. In addition, higher levels of behavioral regulation were associated with higher levels of letter identification and mathematics skills, after adjusting for the influence of family sociodemographic risk and child verbal IQ.…”

“…In one study examining the effects of socioeconomic status (using a composite of income, occupational and educational status), results suggested that socially disadvantaged children performed less proficiently in behavioral regulation than their more advantaged peers (Mezzacappa, 2004). Findings from another study showed that children from low-income families began prekindergarten with significantly lower behavioral regulation than their peers (Wanless, McClelland, Tominey, et al, 2011). Other research suggested that family socioeconomic risk, indexed by ethnic minority status, low maternal education, low family income, and high maternal depressive symptoms had significant negative effects on both parent-and teacher-rated behavioral regulation in preschool and kindergarten (Sektnan et al, 2010).…”

“…Previous research has also shown that the family socioeconomic risk factors examined in this study individually or jointly predicted achievement and behavioral regulation. Family income has been shown to negatively predict numerous academic outcomes (Burchinal et al, 2006;Krishnakumar & Black, 2002;McLoyd, 1998) and more recently, behavioral regulation (Evans & Rosenbaum, 2008;Mistry et al, 2010;Raver, Mccoy, Lowenstein, & Pess, 2013;Sektnan et al, 2010;Wanless, McClelland, Tominey, et al, 2011). It has also been established that children whose mothers have low levels of education are more likely to perform poorly on achievement and behavioral regulation tasks (Ardila, Rosselli, Matute, & Guajardo, 2005).…”

“…Multiple family and social risk factors, including low income, low maternal education and low occupational skills, have been shown to adversely predict children's achievement (Ackerman, Brown, & Izard, 2004;Burchinal, Roberts, Zeisel, Hennon, & Hooper, 2006;Lipina, Martelli, Vuelta, & Colombo, 2005;McLoyd, 1998). Although less extensively examined, a number of studies also suggest the adverse effects of socioeconomic disadvantage on children's behavioral regulation skills (Evans & Rosenbaum, 2008;Lengua, Honorado, & Bush, 2007;Mezzacappa, 2004;Noble, Norman, & Farah, 2005;Wanless, McClelland, Tominey, & Acock, 2011). In one study examining the effects of socioeconomic status (using a composite of income, occupational and educational status), results suggested that socially disadvantaged children performed less proficiently in behavioral regulation than their more advantaged peers (Mezzacappa, 2004).…”

“…Because of the intergenerational persistence of social disadvantage in Portugal, we expect that family risk will have a strong negative impact on child outcomes. Based on previous research findings in other countries (Mezzacappa, 2004;Wanless, McClelland, Tominey, et al, 2011), we expect that family sociodemographic risk will be negatively associated with children's behavioral regulation and academic achievement. We also expect that behavioral regulation will be significantly related to literacy and mathematics skills (Suchodoletz et al, 2013;.…”