Poster #12 - Self-Regulation Development and Parental Knowledge of Child Development, Family Activities, and Sociodemographic Characteristics

• In Event: 2-001 - Poster Session 1 during Breakfast

Abstract

Self-regulation is a malleable multi-dimensional construct and a key predictor of school readiness and child learning outcomes (Blair & Raver, 2015; Espy et al., 2004). We examined how empirically and theoretically, meaningful family environment predictors contribute to the development of self-regulation at kindergarten entry. This question was examined using structural equation modeling with longitudinal data from a nationally representative sample of 15,000 kindergarten students using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K: 2011). Self-regulation was assessed using kindergarten teachers’ response to an adapted Social Skills Rating System (NCS Pearson, 1990) that included these five scales: Approaches to learning, self-control, interpersonal skills, reversed externalizing problem behaviors, and reversed internalizing problem behaviors. Predictors of self-regulation include family sociodemographic stability variables (socioeconomic status, absence of money problems, mother’s marital status, number of grandparents close to the child), parental knowledge of child development (child comparative learning, independence, ability to pay attention, and coordination level), parental knowledge of child self-regulation at home (measured by parents’ response to five scales of an adapted Social Skills Rating System), and family time spent doing activities with child (weekly frequency of storytelling, singing songs, doing art or chores, playing games, talking about nature, building things, playing sports, practicing numbers, and reading books). Descriptive results are presented in Table 1. The latent factors estimated for family stability, parental knowledge, and family activities accounted for 25% of the variance in teacher rated child self-regulation at kindergarten entry controlling for child race and classroom climate (see Figure 1 for SEM model). Parental knowledge (of child development and self-regulation) was the strongest predictor of teacher-rated self-regulation at kindergarten entry. Family stability factor and family activities had a direct effect on parental knowledge. Race/ethnic differences were found for parental knowledge. Identifying aspects of the home environment that are associated with the ability to self-regulate in the kindergarten classroom represents an important step in understanding how parents can better prepare their child’s transition to kindergarten. Furthermore, it can contribute to the development of preventive interventions designed to reduce socioeconomically based achievement gaps. Findings from this study suggest that increasing the accuracy of parental knowledge of child development and self-regulation at home may be a promising intervention for improving child adaption to school. Practically speaking, encouraging parents to spend time with their child in a variety of activities may help them more accurately assess and communicate their child’s socio-emotional needs to kindergarten teachers.

Authors

• Aubrey Wang, Saint Joseph's University
  Presenting Author

• Caroline Fitzpatrick, Universite Sainte Anne