Instability versus Quality: Residential Mobility, Neighborhood Poverty, and Children's Self-Regulation

Autor/inn/en	Roy, Amanda L.; McCoy, Dana Charles; Raver, C. Cybele
Titel	Instability versus Quality: Residential Mobility, Neighborhood Poverty, and Children's Self-Regulation
Quelle	In: Developmental Psychology, 50 (2014) 7, S.1891-1896 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0036984
Schlagwörter	Poverty; Mobility; Place of Residence; At Risk Persons; Neighborhoods; Environmental Influences; Grade 5; Self Control; Probability; Children; Correlation; Socioeconomic Influences; Executive Function; Short Term Memory; Inhibition; Attention; Visual Stimuli; Cognitive Ability; Child Behavior; Rating Scales; Regression (Statistics); Illinois + Suchen Sie Ihr Suchwort? Armut; Mobilität; Mobilitätsförderung; Wohnort; Risikogruppe; Neighbourhoods; Nachbarschaft; Environmental influence; Umwelteinfluss; School year 05; 5. Schuljahr; Schuljahr 05; Selbstbeherrschung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Child; Kind; Kinder; Korrelation; Sozioökonomischer Faktor; Kurzzeitgedächtnis; Hemmung; Aufmerksamkeit; Denkfähigkeit; Rating-Skala; Regression; Regressionsanalyse
Abstract	Prior research has found that higher residential mobility is associated with increased risk for children's academic and behavioral difficulty. In contrast, evaluations of experimental housing mobility interventions have shown moving from high poverty to low poverty neighborhoods to be beneficial for children's outcomes. This study merges these disparate bodies of work by considering how poverty levels in origin and destination neighborhoods moderate the influence of residential mobility on 5th graders' self-regulation. Using inverse probability weighting with propensity scores to minimize observable selection bias, this work found that experiencing a move during early or middle childhood was related to negative child outcomes (as indicated by increased behavioral and cognitive dysregulation measured via direct assessment and teacher-report) in 5th grade. However, these relationships were moderated by neighborhood poverty; moves out of low poverty and moves into high poverty neighborhoods were detrimental, while moves out of high poverty and moves into low poverty neighborhoods were beneficial. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01