Low-income children's self-regulation in the classroom: Scientific inquiry for social change

American Psychologist

Volumn 67, Issue 8, 2012, Pages 681-689

  Cybele Raver, C ^a  

^a NEW YORK UNIVERSITY   (United States)

Author keywords

Emotion; Executive function; Poverty; Prevention; Self regulation

Indexed keywords

ARTICLE; CHILD; HUMAN; POVERTY; PSYCHOLOGICAL ASPECT; SCHOOL; SOCIAL CHANGE; SOCIAL CONTROL; SOCIAL ENVIRONMENT; SOCIOECONOMICS; STUDENT; UNITED STATES;

CHILD; HUMANS; POVERTY; SCHOOLS; SOCIAL CHANGE; SOCIAL CONTROL, INFORMAL; SOCIAL ENVIRONMENT; SOCIOECONOMIC FACTORS; STUDENTS; UNITED STATES;

EID: 84874011659     PISSN: 0003066X     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0030085     Document Type: Article

References (58)

1. Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI Program. Development and Psychopathology, 20, 821-843. doi:10.1017/S0954579408000394
2. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of child functioning at school entry. American Psychologist, 57, 111-127. doi:10.1037/0003-066X.57.2.111
3. Blair, C., & Dennis, T. (2010). An optimal balance: Emotion-cognition integration in context. In S. Calkins & M. Bell (Eds.), Child development at the intersection of cognition and emotion (pp. 17-36). Washington, DC: American Psychological Association.
4. Blair, C., Granger, D., Willoughby, M., Mills-Koonce, R., Cox, M., Greenberg, M. T., the FLP Investigators. (2011). Salivary cortisol mediates effects of poverty and parenting on executive functions in early childhood. Child Development, 82, 1970 -1984. doi:10.1111/j.1467-8624.2011.01643.x
5. Blair, C., & Raver, C. C. (2012). Child development in the context of poverty: Experiential canalization of brain and behavior. American Psychologist, 67, 309-318. doi:10.1037/a0027493
6. Blair, C., & Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory and applications (2nd ed., 300-320). New York, NY: Guilford Press.
7. Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contributions of "hot" and "cool" executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24, 337-349. doi: 10.1016/j.ecresq.2009.06.001
8. Brooks-Gunn, J. (2003). Do you believe in magic? What we can expect from early childhood intervention programs. SRCD Social Policy Report, 17(1), 3-15.
9. Brotman, L. M., Calzada, E., Huang, K.-Y., Kingston, S., Dawson-McClure, S., Kamboukos, D., Rosenfelt, A., Schwab, A., & Petkova, E. (2011)., Promoting effective parenting practices and preventing child behavior problems in school among ethnically diverse families from underserved, urban communities. Child Development, 82, 258-276. doi: 10.1111/j.1467-8624.2010.01554.x
10. Brotman, L. M., Dawson-McClure, S., Huang, K., Theise, R., Kamboukos, D., Wang, J., Ogedegbe, G. (2012). Early childhood family intervention and long-term obesity prevention among high-risk minority youth. Pediatrics, 129, e621-e628. doi:10.1542/peds.2011-1568
11. Bryck, R. L., & Fisher, P. A. (2012). Training the brain: Practical applications of neural plasticity from the intersection of cognitive neuroscience, developmental psychology and prevention science. American Psychologist, 67, 87-100. doi:10.1037/a0024657
12. Dennis, T. A., Chen, C., & McCandliss, B. D. (2008). Threat-related attentional biases: An analysis of three attention networks. Depression and Anxiety, 25, E1-E10. doi:10.1002/da.20308
13. Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function in children 4 to 12 years old. Science, 333, 959-964. doi: 10.1126/science.1204529
14. Duncan, G. J. (2003). Modeling the impacts of child care quality on children's preschool cognitive development. Child Development, 74, 1454-1475. doi:10.1111/1467-8624.00617
15. Duncan, G., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446. doi:10.1037/0012-1649.43.6.1428
16. Eigsti, I.-M., Zayas, V., Mischel, W., Shoda, Y., Ayduk, O., Dadlani, M. B., Casey, B. J. (2002). Predicting cognitive control from preschool to late adolescence and young adulthood. Psychological Science, 17(6), 478-484. doi:10.1111/j.1467-9280.2006.01732
17. Eisenberg, N., Spinrad, T. L., Fabes, R. A., Reiser, M., Cumberland, A., Shepard, S. A., Murphy, B. (2004). The relations of effortful control and impulsivity to children's resiliency and adjustment. Child Development, 75(1), 25-46. doi:10.1111/j.1467-8624.2004.00652
18. Evans, G. W., & English, K. (2002). The environment of poverty: Multiple stressor exposure, psychophysiological stress, and socioemotional adjustment. Child Development, 73, 1238 -1248. doi:10.1111/1467-8624.00469
19. Fox, E., Russo, R., & Dutton, K. (2002). Attentional bias for threat: Evidence for delayed disengagment from emotional faces. Cognition and Emotion, 16, 355-379. doi:10.1080/02699930143000527
20. Gershoff, E., Aber, J. L., & Raver, C. C. (2003). Child poverty in the U. S.: An evidence-based framework for programs and policies. In R. M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Promoting positive child, adolescent and family development: A handbook of program and policy innovations (pp. 81-136). Thousand Oaks, CA: Sage.
21. Gormley, W. T., Phillips, D. A., Adelstein, S., & Shaw, C. (2010). Head Start's comparative advantage: Myth or reality? Policy Studies Journal, 38(3), 397-418.
22. Greenberg, M. T. (2006). Promoting resilience in children and youth. Annals of the New York Academy of Sciences, 1094, 139-150. doi:10.1196/annals.1376.013
23. Grogger, J., & Karoley, L. (2005). Welfare reform: Effects of a decade of change. Cambridge, MA: Harvard University Press.
24. Hankin, B. L., Badanes, L. S., Abela, J. R., & Watamura, S. E. (2010). Hypothalamic pituitary-adrenal axis dysregulation in dysphoric children and adolescents: Cortisol reactivity to psychosocial stress from preschool through middle adolescence. Biological Psychiatry, 68, 484-490. doi: 10.1016/j.biopsych.2010.04.004
25. Herba, C., & Phillips, M. (2004). Annotation: Development of facial expression recognition from childhood to adolescence: Behavioural and neurological perspectives. Journal of Child Psychology and Psychiatry and Allied Disciplines, 45, 1185-1198. doi:10.1111/j.1469-7610.2004.00316.x
26. Inzlicht, M., McKay, L., & Aronson, J. (2006). Stigma as ego depletion: How being the target of prejudice affects self-control. Psychological Science, 17, 262-269. doi:10.1111/j.1467-9280.2006.01695.x
27. Johnson, R. C. (2011). Long-run impacts of school desegregation & school quality on adult attainments (NBER Working Paper 16664). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://socrates.berkeley.edu/~ruckerj/johnson_schooldesegregation_NBERw16664.pdf
28. Jones, S. M., Brown, J. L., & Aber, J. L. (2011). Two year impacts of a universal school-based social-emotional and literacy intervention: An experiment in translational developmental research. Child Development, 82, 533-554. doi:10.1111/j.1467-8624.2010.01560.x
29. Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-185.
30. Li-Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M. W., & Jones, S. M. (2010). Understanding and improving classroom emotional climate in the "real world": The role of teachers' psychosocial stressors. Early Education and Development, 21, 65-94. doi:10.1080/10409280902783509
31. Li-Grining, C. P., Votruba-Drzal, E., Maldonado-Carreño, C., & Haas, K. (2010). Children's early approaches to learning and academic trajectories through fifth grade. Developmental Psychology, 46, 1062-1077. doi: 10.1037/a0020066
32. Macartney, S. (2011). Child poverty in the United States 2009 and 2010: Selected race groups and Hispanic origin (American Community Survey Briefs, ACBR/10-05). Washington, DC: U.S. Census Bureau. Retrieved from http://www.census.gov/prod/2011pubs/acsbr10-05.pdf
33. McCoy, D. L. C., Raver, C. C., Lowenstein, A. E., & Tirado-Strayer, N. (2011). Assessing self-regulation in the classroom: Validation of the BIS-11 and the BRIEF in low-income, ethnic minority school-age children. Early Education and Development, 22, 883-906. doi:10.1080/10409289.2010.508371
34. McEwen, B. S., & Gianaros, P. J. (2010). Central role of the brain in stress and adaptation: Links to socioeconomic status, health, and disease. Annals of the New York Academy of Sciences, 1186, 190-222. doi:10.1111/j.1749-6632.2009.05331.x
35. Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H. L., Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, USA, 108(7), 2693-2698. doi:10.1073/pnas.1010076108
36. Morris, P., Gennetian, L., & Duncan, G. (2005). Effects of welfare and employment policies on young children: New findings on policy experiments conducted in the 1990s. SRCD Social Policy Report, 19(2), 3-18.
37. Murnane, R., & Duncan, G. (Eds.) (2011). Whither opportunity? Rising inequality and the uncertain life chances of low-income children. New York, NY: Russell Sage Foundation.
38. Ouellet-Morin, I., Danese, A., Bowes, L., Shakoor, S., Ambler, A., Pariante, C. M., Arseneault, L. (2011). A discordant monozygotic twin design shows blunted cortisol among bullied children. Journal of the American Academy of Child and Adolescent Psychiatry, 50, 574-582.
39. Proctor, B. D., & Dalaker, J. (2003). Poverty in the United States: 2002 (Current Population Reports, P60-222). Washington, DC: U.S. Census Bureau. Retrieved from http://www.census.gov/prod/2003pubs/p60-222.pdf
40. Raudenbush, S. W. (2001). Comparing personal trajectories and drawing causal inferences from longitudinal data. Annual Review of Psychology, 52, 501-525. doi:10.1146/annurev.psych.52.1.501
41. Raver, C. C. (2002). Emotions matter: Making the case for the role of young children's emotional development for early school readiness. SRCD Social Policy Report, 16(3), 3-19.
42. Raver, C. C., Jones, S. M., Li-Grining, C. P., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP's impact on low-income preschoolers' pre-academic skills: Self-regulation as a mediating mechanism. Child Development, 82, 362-378. doi:10.1111/j.1467-8624.2010.01561.x
43. Raver, C. C., Jones, S. M., Li-Grining, C. P., Zhai, F., Metzger, M., & Solomon, B. (2009). Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology, 77, 302-316. doi:10.1037/a0015302
44. Raver, C. C., Carter, J. S., McCoy, D. C., Roy, A., Ursache, A., & Friedman, A. H. (2012). Testing models of children's self-regulation within educational contexts: Implications for measurement. Advances in Child Development and Behavior, 42, 245-270.
45. Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In R. Murnane & G. Duncan (Eds.), Whither opportunity? Rising inequality and the uncertain life chances of low-income children (pp. 91-115). New York, NY: Russell Sage Foundation.
46. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton-Mifflin.
47. Sharkey, P., Tirado-Strayer, N., Papachristos, A., & Raver, C. C. (in press). The effect of local violence on children's attention and impulse control. American Journal of Public Health.
48. Shonkoff, J. P. (2011). Protecting brains, not simply stimulating minds. Science, 333, 982-983. doi:10.1126/science.1206014
49. Slutske, W. S., Moffitt, T. E., Poulton, R., & Caspi, A. (2012). Undercontrolled temperament at age 3 predicts disordered gambling at age 32: A longitudinal study of a complete birth cohort. Psychological Science, 23, 510-516.
50. Tan, P. Z., Forbes, E. E., Dahl, R. E., Ryan, N. D., Siegle, G. J., Ladouceur, C. D., & Silk, J. S. (2012). Emotional reactivity and regulation in anxious and nonanxious youth: A cell-phone ecological momentary assessment study. Journal of Child Psychology and Psychiatry and Allied Disciplines, 53, 197-206. doi:10.1111/j.1469-7610.2011.02469.x
51. Vasilev, C. A., Crowell, S. E., Beauchaine, T. P., Mead, H. K., & Gatzke-Kopp, L. M. (2009). Correspondence between physiological and selfreport measures of emotion dysregulation: A longitudinal investigation of youth with and without psychopathology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 50, 1357-1364. doi:10.1111/j.1469-7610.2009.02172.x
52. Watamura, S. E., Coe, C. L., Laudenslager, M. L., & Robertson, S. S. (in press). Effect of child care on salivary cortisol, sIgA, and specific antibody secretion in young children. Psychoneuroendocrinology.
53. Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30, 283-302.
54. Webster-Stratton, C., Reid, J., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years teacher and child training programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49, 471-488.
55. Yoshikawa, H., Aber, J. L., & Beardslee, W. R. (2012). The effects of poverty on the mental, emotional, and behavioral health of children and youth: Implications for prevention. American Psychologist, 67, 272-284. doi:10.1037/a0028015
56. Zelazo, P. D., Qu, L., & Kesek, A. C. (2010). Hot executive function: Emotion and the development of cognitive control. In S. D. Calkins & M. A. Bell (Eds.), Child development at the intersection of emotion and cognition (pp. 97-111). Washington, DC: American Psychological Association. doi:10.1037/12059-006
57. Zhai, F., Raver, C. C., & Jones, S. (2012). Academic performance of subsequent schools and impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings. Children and Youth Services Review, 34, 946-954.
58. Zhai, F., Raver, C. C., & Li-Grining, C. P. (2011). Classroom-based interventions and teachers' perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings. Early Childhood Research Quarterly, 26, 442-452. doi:10.1016/j.ecresq.2011.03.003