Self-Regulation Development Among Young Spanish Dual Language Learners: A Four Site Study

• In Event: The Development of Self-Regulation Across Cultures and Context: Predictors and Sources of Influence

Abstract

Children who enter school with better self-regulation skills have better academic outcomes. However, research explicating determinants of self-regulation growth has not included dual-language learners (DLLs), a growing population in the US. Limited empirical evidence suggests bilingualism is associated with advantages in the executive functions underlying self-regulation (see e.g., Poulin-Dubois et al., 2011), but this research has not focused on the growing population of Spanish-English DLLs. The purpose of this study was to examine patterns and determinants of self-regulation growth in a diverse sample of Spanish-English DLL children.

This study combines four samples of young Latinx children from three geographic areas in the US (N = 486, 56% boys). Repeated assessment of behavioral regulation in all four samples was based on administration of the Head-Toes-Knees-Shoulders (HTKS) task from early childhood through early elementary school. Covariates included child sex and maternal education. For a subsample of children (n = 246), child expressive language in Spanish and English with parents and others was available at each assessment point.

Latent growth curve modeling indicated quadratic growth best described changes in HTKS performance from early childhood to early elementary school. Most children displayed steady improvement in performance that slowed during the early elementary period. Person-based analyses using latent profile analysis indicated three patterns characterized growth of HTKS performance in the study sample. One group of children (42%) started with higher HTKS scores and displayed rapid early growth in performance. The second largest group (39%) started with lower HTKS scores and displayed rapid growth commencing slightly later than the first group. Finally, about 20% of the sample did not display growth in HTKS performance until after entry to elementary school.

In multivariate analyses, neither child sex nor maternal education were associated with early HTKS growth. However, children of mothers with less than a high school education were almost three times as likely to experience late growth. Neither degree of bilingualism with parents or those outside the family nor change in bilingualism over the study period were associated with HTKS growth. Findings are discussed in light of improving our understanding of determinants of self-regulation development in this growing population of children.

Authors

• Margaret O'Brien Caughy, University of Georgia
  Presenting Author

• Dawn Yvette Brinkley, University of Georgia
  Non-Presenting Author

• Raul Rojas, University of Texas at Dallas
  Non-Presenting Author

• Alicia Miao, Oregon Early Learning Division
  Non-Presenting Author

• Mariah M. Contreras, Tufts University
  Non-Presenting Author

• Megan M McClelland, Oregon State University - Corvallis
  Non-Presenting Author