Predictors of Behavioral Regulation in Kindergarten: Household Chaos, Parenting, and Early Executive Functions

Autor/inn/en	Vernon-Feagans, Lynne; Garrett-Peters, Patricia; Willoughby, Michael
Titel	Predictors of Behavioral Regulation in Kindergarten: Household Chaos, Parenting, and Early Executive Functions
Quelle	In: Developmental Psychology, 52 (2016) 3, S.430-441 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000087
Schlagwörter	Student Behavior; Child Behavior; Kindergarten; Predictor Variables; Self Control; Executive Function; School Readiness; Family Environment; Parenting Styles; Longitudinal Studies; Low Income Groups; Rural Areas; At Risk Students; Questionnaires; Parent Background; Educational Attainment; Mothers; Behavior Problems; Screening Tests; North Carolina; Pennsylvania; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Prädiktor; Selbstbeherrschung; Readiness for school; School ability; Schulreife; Familienmilieu; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rural area; Ländlicher Raum; Fragebogen; Elternhaus; Bildungsabschluss; Bildungsgut; Mother; Mutter; Screening-Verfahren
Abstract	Behavioral regulation is an important school readiness skill that has been linked to early executive function (EF) and later success in learning and school achievement. Although poverty and related risks, as well as negative parenting, have been associated with poorer EF and behavioral regulation, chaotic home environments may also play a role in understanding both early EF and later behavioral regulation at school age. To explore these relationships, a unique longitudinal and representative sample was used of 1,292 children born to mothers who lived in low-wealth rural America who were followed from birth into early elementary school. This study examined whether household chaos, which was measured across the first 3 years of life, predicted behavioral regulation in kindergarten above and beyond poverty-related variables. In addition, this study tested whether parent responsivity and acceptance behaviors, measured during the first 3 years of life, as well as EF skills, which were measured when children were 3 to 5 years of age, mediated the relationship between early household chaos and kindergarten behavioral regulation. Results suggested that household chaos disorganization indirectly predicted kindergarten behavioral regulation through intermediate impacts on parenting behaviors and children's early EF skills. These findings suggest the importance of early household chaos disorganization, the parenting environment, and early EF skills in understanding behavioral regulation above and beyond poverty-related risks. [Additional research was provided by the Family Life Key Investigators: (1) Mark T. Greenberg, Human Development and Psychology, Pennsylvania State University; (2) Clancy B. Blair, Applied Psychology, New York University; (3) Margaret R. Burchinal, Psychology, University of North Carolina at Chapel Hill; (4) Martha Cox, Psychology, University of North Carolina at Chapel Hill; (6) Jennifer L. Frank, Educational Psychology, Counseling, and Special Education, Pennsylvania State University; and (7) W. Roger Mills-Koonce, Human Development and Family Studies, University of North Carolina-Greensboro.] (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01