Parenting and Self-Regulation: How Socioeconomic Disparities Shape Math and Reading Growth in Elementary School Years

• In Event: The Role of Child, Families, and Communities in Early Childhood Education

Abstract

This study is conducted with growth curve modeling within a hierarchical linear model structure. Individual differences in children's math and reading growth and the effect of parental practices and children's self-regulation is examined using a 2-level growth model (N=8,540). Results pointed out racial, gender, and a socioeconomic gap in math and reading achievement at second grade. With a combination of cognitive and behavioral regulation skills, self-regulation had a significant positive effect on reading achievement and even a bigger impact on math achievement after controlling students' gender, race, home language, family structure, and socioeconomic status. Some parenting factors were related to children’s growth trajectories. Implications and limitations are discussed.

Author

• Ayse Cobanoglu, Yale University