School readiness of maltreated preschoolers and later school achievement: The role of emotion regulation,language, and context |
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| Institution: | 1. The Pennsylvania State University, Department of Educational Psychology, Counseling, and Special Education, 228 CEDAR Building, University Park, PA 16802, United States;2. University of Maryland, College Park, Department of Human Development and Quantitative Methodology Measurement, Statistics, and Evaluation, 3492 Campus Drive, 3304 Benjamin Building, College Park, MD 20742, United States;1. sdube2@gsu.edu;1. Division of Epidemiology and Biostatistics School of Public Health, Georgia State University, 140 Decatur Street, Urban Life Building, Suite 465, Atlanta, GA, 30303, United States;2. Georgia Department of Education, Twin Towers East, Suite 2053, 205 Jesse Hill Jr. Drive, Atlanta, GA, 30334, United States;1. Clinic of Psychiatry and Psychotherapy, Center for Psychosocial Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany;2. Institute of Systems Neuroscience, Center of Experimental Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany;3. Department of Psychiatry, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa;1. Heilbrunn Department of Population & Family Health, Mailman School of Public Health, Columbia University, 60 Haven Avenue, B-2, New York, NY 10032, United States;2. Teachers College, Columbia University, 525 W 120th St, New York, NY 10027, United States;3. Teachers College, Columbia University, Thorndike Hall, 525 W 120th St., Box 199, New York, NY 10027, United States;1. School of Allied Health, College of Science, Health and Engineering, La Trobe University, Bundoora, 3086, Australia;2. Berry Street 37-41 Elgin Street, Morwell, VIC, 3840, Australia;3. Victorian Aboriginal Child Care Agency, 340 Bell St, Preston, Vic, Australia;4. Berry Street, Take Two. 1 Salisbury Street Richmond, Vic 3121, Australia;5. School of Health and Human Sciences, Southern Cross University, Gold Coast Campus, Southern Cross Drive, Bilinga, QLD, 4225, Australia;1. School of Psychology, Deakin University, Australia;2. La Trobe Rural Health School, La Trobe University, Australia;3. Centre for Investigative Interviewing, Deakin University, Australia;1. Department of Pediatrics, Boston University School of Medicine/Boston Medical Center, 88 East Newton Street, Vose Hall 3, Boston, MA, 02118, USA;2. Department of Biostatistics, Boston University School of Public Health, 801 Massachusetts Avenue, Crosstown Center, Boston, MA, 02118, USA;3. Department of Epidemiology, Boston University School of Public Health, 715 Albany St. Talbot Building, Boston, MA, 02118, USA |
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| Abstract: | Guided by bio-ecological theory, this study aimed to: (1) identify heterogeneity in the developmental patterns of emotion regulation for maltreated preschool-aged children; (2) examine the role of gender, language, placement instability, cognitive stimulation, and emotional support on patterns of stability and change of emotion regulation over time; and (3) elucidate the role of emotion regulation/dysregulation patterns on later academic achievement. This study utilized data from the first cohort of the National Survey of Child and Adolescent Well-Being. Results using LCA and LTA models indicated stability and change in emotionally regulated vs. emotionally dysregulated latent classes across 4, 5, and 6 ½ years of age. Placement instability significantly increased the likelihood of being classified as emotionally dysregulated at wave 1. Moreover, children classified as emotionally dysregulated by age 6 ½ scored significantly lower than children who were classified as emotionally regulated on measures of reading and math achievement by age 10. Based on these findings, placement stability at first contact with CPS should be promoted in order to prevent cascading negative effects on emotion regulation. Additionally, children who are more emotionally dysregulated by the time they transition to formal schooling should receive increased socioemotional and socioemotional learning supports. |
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| Keywords: | Emotion regulation Academic achievement School readiness Maltreatment Person-centered approach Latent transition analysis |
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