The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences.
Abstract
Existing developmental models of effortful control focus more on the roles of child characteristics and parenting and focus less on the contributions of poverty-related stressors to individual differences in children's self-regulatory competence. Using a representative sample of low-income, predominantly African American and Latino children (n = 439), the author examined effortful control at ages 2-4 and again 16 months later. Delayed gratification showed moderate stability and improvement over time. Risk factors were associated with individual differences in these developmental patterns, net of child age, gender, temperament, and child-mother connectedness. Low birth weight compromised preschoolers' delayed gratification and executive control. Exposure to more sociodemographic and residential stressors jeopardized children's executive control but did not jeopardize delayed gratification.
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Citations
Cites
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“…that constant exposure to ecological risk may strain the flexibility of children’s self-regulatory competence by continually placing high demands on neuroendocrine systems that influence how children respond to stress and regulate their behavior, attention, and emotions (Evans, 2003; McEwen, 1998).”
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“…may be related to preschoolers' effortful control, although the child psychopathology literature suggests that child risks and ecological risks should be considered as contributors to children's socioemotional adjustment (Campbell et al., 2000; Deater-Deckard et al., 1998; Olson et al., 2005).”
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BackgroundExecutive function and theory of mind: Stability and prediction from ages 2 to 3.
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Cited by
Cumulative risk and child development.
Evans, G. W., Li, D., & Whipple, S. S. (2013) · Psychological Bulletin · doi:10.1037/a0031808 · Cited by 2,024
Emotion-related self-regulation and its relation to children's maladjustment
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010) · Annual Review of Clinical Psychology · doi:10.1146/annurev.clinpsy.121208.131208 · Cited by 1,259
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01227.x · Cited by 884
Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010) · Journal of Educational Psychology · doi:10.1037/a0016738 · Cited by 775
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011) · Child Development · doi:10.1111/j.1467-8624.2010.01561.x · Cited by 754
Self-citation
Metadata
- Authors
- Li-Grining, C. P.
- Venue
- Developmental Psychology
- Published
- 2007
- Volume
- 43
- Issue
- 1
- Pages
- 208-221
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2044892290
- Cited by
- 309
- References
- 18
- FWCI
- 9.80
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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