A Developmental Approach to Advancing the Understanding of Self-Regulation and Related Outcomes Across Childhood

Session Type: Paper Symposium

Abstract

This symposium will contribute to SRCD’s goal to advance developmental science while studying diverse samples. Collectively, these papers contribute to existing literature on self-regulation and related outcomes and each paper includes samples with large proportions of individuals from diverse racial and ethnic backgrounds.
The authors of paper one examined the transactional relations between children’s inhibitory control and parents’ frequency of daily hassles (an index of stress) in early childhood. Results showed bidirectional relations between inhibitory control and parenting stress. In addition, the relation between parenting stress and children’s verbal abilities was mediated by children’s inhibitory control.
The authors of paper two examined the relations of preschoolers’ inhibitory control, working memory, and executive functioning (all indices of self-regulation) to behavior problems and academic competence. Findings showed that inhibitory control was negatively related to behavior problems and all three self-regulation constructs were positively related to academic competence in elementary school.
The authors of paper three focused on the developmental trajectories (across grades 1-12) of childhood resiliency and if these trajectories were related to children’s behavioral problems, socio-emotional functioning, and academic performance. Less resilient children were at greater risk for behavior problems, lower socio-emotional functioning, and poorer academic performance, while resilient children outperformed the other groups in these domains.
Collectively, these papers demonstrate advances in our understanding of the development of self-regulation and related constructs across childhood. The papers rely on advanced statistical methods and diverse samples. Discussion will focus on directions for future research.

Sub Unit

• Social, Emotional, Personality

Chair

• Carlos Valiente, Arizona State University

Discussant

• Rebecca J Brooker, Texas A&M University - College Station

Individual Presentations

• Longitudinal Associations Between Inhibitory Control and Parenting Stress in Early Childhood: Relations with Verbal Ability - Presenting Author: Ariana Ruof, Arizona State University; Non-Presenting Author: Carlos Valiente, Arizona State University; Non-Presenting Author: Kit Elam, Indiana University - Bloomington; Non-Presenting Author: Daniel S. Shaw, University of Pittsburgh; Non-Presenting Author: Melvin N Wilson, University of Virginia -Charlottesville; Non-Presenting Author: Kathryn Lemery-Chalfant, Arizona State University

• Inhibitory Control, Externalizing, ADHD, and Academic Difficulties: A Comprehensive Approach from Preschool through Elementary School - Presenting Author: Jeffrey R. Gagne, Texas A&M University - College Station; Non-Presenting Author: Kaelyn Madison Barker, Texas A&M University - College Station; Non-Presenting Author: Ogechi Nwadinobi

• Childhood Resiliency Trajectories: Differential Pathways for Behavioral, Social-emotional, and Academic Outcomes Across Childhood and Adolescence - Presenting Author: Qinxin Shi, University of Utah; Non-Presenting Author: Jeffrey Liew, Texas A&M University - College Station; Non-Presenting Author: Idean Ettekal, Texas A&M University - College Station; Non-Presenting Author: Steven Woltering, Texas A&M University