Effortful Control Moderates Bidirectional Effects Between Children's ...
Self-Regulation in Context: Developmental … Executive Function (EF) Effortful Control •...
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Self-Regulation in Context: Developmental
Processes at Home and School
Daniel Berry
HCRC Brown Bag
University of Minnesota
February 21, 2017
Self-Regulation in Context: Developmental
Processes at Home and School
Daniel Berry
Human Capital Research Collaboration
University of Minnesota
February 21, 2017
Outline
• Research Program (30,000 feet):
• What is self-regulation and why should we care?
• Empirical Example:
• Contextual risk & childcare Self-regulation &
stress physiology
• Some tentative conclusions
Self-Regulation
Executive Function (EF)
• Inhibitory Control
• Working Memory
• Set Shifting
Effortful Control
• Impulse control
• Emotion regulation
• Attention in Context
Distal Ecology
Home School
Chaos
• Instability
• Unpredictability
• Disorganization
Parent-Child Processes
• Sensitivity
• Co-regulation
• Speech Prosody
• Touch
Teacher & Peer Processes
• Classroom Climate
• T-C Relationships
• Social Networks
Stress Physiology
HPA Axis
• Cortisol
Autonomic (ANS)
• Vagal Tone &
Regulation
• PEP
• sAA
• Poverty
• Social Marginalization
• Social Policy
Self-Regulation
Home School
Stress Physiology
Academic
Learning &
Achievement
Social Learning,
Problems, & Skills
Berry et al., 2012; Blair & Razza, 2007; Espy et al., 2004;
Masten et al., 2012; Mischel et al., 1989 ; Ponitz et al., 2009;
Raver er al., 2011
Carlson et al., 2004; Doan et al., 2012; Eisenberg et al.,
2009; Hughes & Ensor, 2010; Sequin et al., 1999; Sulik,
Blair, Berry, & Greenberg, 2015
Contextual Risk & Self-Regulation
Distal Factors:
• Income/poverty (Raver, Blair, & Willoughby, 2013)
• Cumulative risk (Evans, Li, & Whipple, 2013)
Self-Regulation
Distal Ecology
Self-Regulation
Distal Ecology
Contextual Risk & Self-Regulation
Proximal Factors:
Parent–Child Interactions
• Parental sensitivity (Raver, Blair, & Berry, 2014)
• Scaffolding/autonomy support (Bernier, Carlson, & Whipple, 2010)
• T–C relationships (Berry, 2012; in prep)
Home School
Contextual Risk & Self-Regulation
Proximal Factors:
Household Chaos • Disorganization
• Unpredictably
• Instability
Middle to Late Childhood
• Self-regulation (behavioral)
• Behavior problems
• Academic achievement
Early Childhood
Self-Regulation
Distal Ecology
Home
(Evans & Wachs, 2010; Evans, Li, & Whipple, 2013)
Contextual Risk, Self-Regulation, & Stress
Physiological Stress:
Autonomic
(e.g., RSA, sAA)
HPA axis (e.g., cortisol)
Allostatic load
(e.g., physio
composite)
Early
Childhood?
Child-Fixed Effects: ChaossAA & Cortisol (Berry et al., submitted)
Self-Regulation
Distal Ecology
Home
Stress
Physiology
Calkins et al., 2007, 2008; Evans & Wachs, 2010; Feldman, 2007; Gunnar & Vasquez, 2006; Hostinar & Gunnar, 2013 ; Moore & Calkins, 2007
Contextual Risk, Self-Regulation, & Stress
Early Childhood Across Contexts
• 43% children in poverty attend regular non-
parental care by nine months (Capizzano & Adams, 2003).
• Lower Risk Populations: • CC hours (especially center-based), Behavior
problems (Belsky et al., 2007; NICHD ECCRN, 2003)
• CC days predict atypical cort vs. Home days (Dettling et al., 1999; Tout et al., 1999; Phillips et al., 2011; Watamura et al., 2003;
Vermeer & van IJzendoorn, 2006)
• Links with self-regulation/EF Less clear
Non-Parental Childcare (CC)
Contextual Risk, Self-Regulation, & Stress
Early Childhood Across Contexts
• 43% children in poverty attend regular non-
parental care by nine months (Capizzano & Adams, 2003).
• Higher Risk Populations:
• CC hours/ exposure, Behavior problems
(maybe) (Côté et al., 2007 ; 2008; Votruba-Drzal et al., 2004)
• Links with stress physiology Less clear (though Rappolt-Schlicttmann et al., 2009)
• Links with self-regulation/EF Less clear
Non-Parental Childcare (CC)
Contextual Risk & Childcare Self-Regulation &
Stress Physiology
Contextual
Risk
Executive
Functioning
Cortisol
Social Problems
Academic Skills
Childcare:
• Quantity
• Quality
• Type
Contextual Risk, Childcare
& Self-Regulation
The Family Life Project (FLP) • Prospective, longitudinal study of 1,292 children from low-
income families in rural contexts in PA and NC.
• Birth Grade 8 (for now)
Vernon-Feagans et al., 2013
Federal Poverty
Threshold
<200% >200%
African
American
490 29
Non-African
American
512 201
Contextual Risk, Childcare
& Self-Regulation
Main Substantive Predictors (7, 15, 24,36 months):
• Household Chaos: Disorganization
• Composite of household density, noise, cleanliness, physical safety, family preparedness for visit, and daily hours of TV(Vernon-Feagans et al., 2012)
• Childcare Variables:
• Childcare Quantity: Maternal report; hours per week in non-parental care (7-36 months)
• Childcare Quality: CFA of observer ratings Caregiver Responsivity (HOME scale; 7-36 months)
• Childcare Type: Spells in center-based care
• Aggregated as mean levels 7-36 months*
Contextual Risk, Childcare
& Self-Regulation Child Outcomes: • Executive Functioning (48 mo): Latent factor across 6
EF tasks tapping inhibitory control, working memory and attention shifting.
• Social Problems (age 5): Latent factor across 4 teacher-rated scales tapping social and emotion regulation problems (SDQ (Boardman et al., 2005); Social Competence Scale (Dodge et al., 1994); TOCA-R (Werthhamer-Larrsen et al., 1991)).
• General Early Academic Skills (age 5): Latent factor comprising W scores from the Applied Problems, Quantitative Concepts, and Letter-Word Id scales of WJ-III (Woodcock et al., 2001)
• Receptive Vocabulary (age 5): PPVT-4 (Dunn & Dunn, 2007).
Contextual Risk, Childcare
& Self-Regulation
• Analytic Plan: SEMs +
• +: Inverse Generalized
Propensity Score
• Weighting (IPWT)
• IPWT: Creates ‘pseudo-
population’ in which
confounds are balanced
across treatment units. (Hirano & Imbens, 2004; Robins, 2000)
Mom
ADD
+ many
more
Contextual Risk, Childcare
& Self-Regulation
-0.29
-0.19
-0.09
0.01
0.11
0.21
0 10 20 30 40
Esti
mat
ed L
aten
t EF
Ab
ility
(4
8 m
on
ths)
Average Weekly Hours in Child Care (7-36 mo.)
Low Household Chaos
High Household Chaos
Executive Functioning (48 mo.)
β = .21
β = -.26 (*2)
Note: y axis =2 standard deviations
Contextual Risk, Childcare
& Self-Regulation
78
83
88
93
98
103
108
0 10 20 30 40
Esti
mat
ed P
PV
T St
and
ard
Sco
re (
Pre
-K)
Average Weekly Hours in Child Care (7-36 months)
Low Household Chaos
High Household Chaos
Receptive Vocabulary (age 5)
β = .10
β = -.22 (*2)
β = -.06 ns
-1.44
-0.94
-0.44
0.06
0.56
1.06
0 10 20 30 40
Esti
mat
ed L
aten
t So
cial
Pro
ble
ms
(P
re-K
)
Average Weekly Hours in Child Care (7-36 mo.)
Low Household Chaos
High Household Chaos
Social Problems (age 5)
β = -.21
β = .32 (*2)
Contextual Risk, Childcare
& Self-Regulation
PPVT WJIII Social Prob.
Direct β β β EF 0.60 0.63 -0.34
Conditional Indirect Chaos-->EF|
(5 Hours CC p/ wk) -0.14 -0.11 0.08
Chaos-->EF|
(35 Hours CC p/wk) ns ns ns
Conditional indirect relations between chaos
and age-5 outcomes by childcare hours
‘Take-Home’ Messages: (1) Suggests greater CC exposure may mitigate negative effects of
chaotic home environments on EF and social and academic
problems.
(2) Conditional effects of chaos on children’s social and academic
problems may manifest via link between chaos and EF.
Contextual Risk, Childcare
& Stress Physiology
• Between-Children (Berry et al., 2014)
• Within-Children (Berry et al., 2016)
• Internal validity
• Developmental differences
Are similar interactive effects between contextual
risk and childcare evident for physiological stress?
High CC Hours
Co
rtis
ol
Low Risk
Low CC Hours
High Risk
Δ Δ
Δ
Contextual Risk, Childcare
& Stress Physiology
Outcome (6, 15, 24, 48 months):
• ‘Resting’ salivary cortisol (log transformed)
• Modal time: 10:00 AM; variation adjusted
Main Predictors (6, 15, 24, 36 months):
• Cumulative Contextual Risk: PCA-weighted composite of
income, education, partnered, employed, occupational
prestige, household density, neighborhood noise & safety)
• Childcare Variables: Same + Peer exposure
.
Contextual Risk, Childcare
& Stress Physiology
-2.5
-2.4
-2.3
-2.2
-2.1
-2
-1.9
-1.8
0 10 20 30 40
Log
Co
rtis
ol 4
8-m
on
ths
ug/
dl
Average Weekly Hours in Child Care (7 - 36) months)
Low Risk
High Risk
β = .19 (*2)
β = .16
β = -.12
Contextual Risk, Childcare
& Stress Physiology
-2.75
-2.55
-2.35
-2.15
-1.95
-1.75
-1.55
-1.35
-1.15
0 10 20 30 40 50
log
Co
rtis
ol u
g/d
l
Childcare Hours Per Week
7 mo.
Low Risk
High Risk
A.
-2.75
-2.55
-2.35
-2.15
-1.95
-1.75
-1.55
-1.35
-1.15
0 10 20 30 40 50
log
Co
rtis
ol u
g/d
l
Childcare Hours Per Week
15 mo.
Low Risk
High Risk
B.
-2.75
-2.55
-2.35
-2.15
-1.95
-1.75
-1.55
-1.35
-1.15
0 10 20 30 40 50
log
Co
rtis
ol u
g/d
l
Childcare Hours Per Week
24 mo.
Low Risk
High Risk
C.
Time
β = -.14
β = .14
β = .13*2
Not in any straight-forward linear sense…
But should we expect linear functions?
In summary:
Contextual
Risk
Executive
Functioning
Cortisol
Social Problems
Academic Skills
Childcare:
• Quantity
• Quality
• Type
Contextual Risk & Childcare Self-Regulation &
Stress Physiology
Stress Physiology & EF
Stress & EF: Developmental ‘Inoculating’ Effects?
Are moderate physiological ‘ups and downs’ of stress in
early childhood predictive of optimal self-regulation, when
typical (e.g., average) stress levels are low?
(Parker et al., 2006;
Lyon, Parker, & Schatzberg, 2010;
Parker & Maestripieri, 2011)
(Fox et al., 2001) (Gunnar et al., 2010)
Stress Physiology & EF
FIML Regression; Robust Regression, Quantile Regression
• Why care?: Various ways of adjusting for oddities (e.g., leverage & influence)
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.5
0.55
0.6
0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6
Ex
ecu
tiv
e F
un
ctio
n 6
0-m
on
ths
Within-Child SD in Cort 7-48 months (Plotted 5th to 95th %tile)
Lo Mean Cort
High Mean Cort
Some Tentative Conclusions
• Considering the intersection of children’s experiences at home and child care are likely critical to understanding the effect of either
• Child care exposure may mitigate the negative relation between family risk and a broad array of child outcomes—physiological, behavioral, and cognitive
• Executive functioning may be an important mediator
• Childcare mechanism remains unclear
• Unclear whether these processes are explained by effects on stress physiology
Thank You. Acknowledgements: Our gratitude to all of the families, children, and teachers who participated in
this research and to the Family Life Project research assistants for their hard work and dedication.
This research was supported by a grant from the NICHD (1PO1HD39667 and 2PO1HD039667).
Cofunding was provided by the NIDA, NIH Office of Minority Health, NIH-Office of the Director,
National Center on Minority Health and Health Disparities, and the Office of Behavioral and Social
Sciences Research.
The Family Life Project (FLP) Phase I:
*Lynne Vernon-Feagans, UNC-CH
Mark Greenberg, Penn State
Martha Cox, UNC-CH
*Clancy Blair, NYU
Peg Burchinal, UNC-CH
*Michael Willoughby, RTI
*Patricia Garrett-Peters, UNC-CH
*W. Roger Mills-Koonce, UNC- G
Maureen Ittig, Penn State
*Doug Granger, ASU
*Alexandra Ursache, Columbia
Jennifer Cole, Northwestern
Nancy McElwain, UIUC
Joseph Cimpian-Robinson, NYU