Longitudinal associations between self-regulation and the academic and behavioral adjustment of young children born...

Area of Science:

• Developmental Psychology
• Pediatric Research
• Childhood Self-Regulation

Background:

• Previous research on early childhood self-regulation often used low-risk samples.
• Self-regulation was typically conceptualized as distinct but overlapping executive function and effortful control factors.
• These factors were found to predict child outcomes differently in prior studies.

Purpose of the Study:

• To examine the factor structure of self-regulation at 36 months in preterm infants.
• To determine if self-regulation predicts socioemotional and academic competence at age six.
• To investigate the role of self-regulation in mediating the effects of early risk factors.

Main Methods:

• Study included 168 children born prematurely.
• Assessed the factor structure of self-regulation at 36 months of age.
• Used maternal ratings of children's competence and behavior at six years.

Main Results:

• A single self-regulation factor emerged for this high-risk sample.
• This self-regulation factor mediated the relationship between early sociodemographic risk and academic competence.
• It also mediated associations with externalizing problems.

Conclusions:

• Findings suggest a unified self-regulation factor in preterm children.
• Early interventions should prioritize supportive environments and parental sensitivity.
• Focusing on parental responsiveness to infant cues is crucial for development.