Distefano Rebecca, Grenell Amanda, Palmer Alyssa R, Houlihan Kerry, Masten Ann S, Carlson Stephanie M
Teachers College, Columbia University, USA.
Indiana University, Bloomington, USA.
Cogn Dev. 2021 Apr-Jun;58. doi: 10.1016/j.cogdev.2021.101050. Epub 2021 Apr 28.
The link between self-regulation and academic achievement in young children is well-documented. However, few studies have examined the extent to which different aspects of self-regulation are more important for early numeracy and literacy for those in contexts of high cumulative risk, such as children experiencing homelessness. In the current study, 116 children ages 4;0-7;1 years (58 residing in an emergency homeless shelter and 58 from a community participant pool) completed assessments of math and reading, as well as multiple measures of self-regulation: executive function (EF), emotion regulation (ER), and respiratory sinus arrhythmia (RSA). Parents completed a questionnaire about their children's behavioral regulation. We examined whether sample (i.e., shelter or community) moderated the association between each aspect of self-regulation and academic outcomes. Results showed a main effect of EF skills on early numeracy, and this relation did not differ across samples. Intervention efforts to promote academic competencies might specifically target EF in those who struggle with early EF skills regardless of risk context.
幼儿自我调节与学业成绩之间的联系已有充分记录。然而，很少有研究探讨在诸如经历无家可归的儿童等高累积风险背景下，自我调节的不同方面对早期算术和读写能力的重要程度。在本研究中，116名年龄在4岁0个月至7岁1岁的儿童（58名居住在紧急无家可归者收容所，58名来自社区参与者群体）完成了数学和阅读评估，以及自我调节的多项测量：执行功能（EF）、情绪调节（ER）和呼吸性窦性心律不齐（RSA）。家长完成了一份关于其子女行为调节的问卷。我们研究了样本（即收容所或社区）是否调节了自我调节各方面与学业成绩之间的关联。结果显示执行功能技能对早期算术有主效应，且这种关系在不同样本中并无差异。促进学业能力的干预措施可能特别针对那些早期执行功能技能较差的儿童，而不论其风险背景如何。
