Modeling longitudinal change patterns of self-regulation from early to middle childhood
Methodological innovations and individual differences
Bibliographic Data
| ID | 9793525 |
|---|---|
| Authors | Margaret O''Brien Caughy (0000-0002-3237-5259, University of Georgia, corresponding author), Todd D Little (0000-0002-4146-4712, Texas Tech University), Youngmin Kim (0000-0003-4776-3913), Y-M Kim (0000-0001-8720-6113, Texas Tech University), Dian Yu (0000-0003-2356-1073, Oklahoma State University Oklahoma City), Kimberly R M Osborne (0000-0003-2037-9540), Kimberly Osborne (Arizona State University) |
| Year | 2025 |
| Volume | 61 |
| Issue | 1 |
| Pages | 179-194 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0001881 |
| PMID | 39541511 |
| OpenAlex | W4404372759 |
| Language | EN |
| Citations received | 4 |
Patterns of change in self-regulation from the ages of 2.5 to 12 years were modeled using repeated measures of self-regulation for a sample of 399 African American ( n = 180, 45%) and Latinx ( n = 219, 55%) children from families experiencing low income. Measures included both direct assessment and parent report. Results confirmed four components of self-regulation: working memory, inhibitory control, complex response inhibition, and set shifting. Furthermore, these components of self-regulation were more differentiated at younger ages but grew increasingly integrated as children developed. During early childhood, Latinx children displayed greater levels of working memory and higher levels of inhibitory control, and African American children displayed greater complex response inhibition and set shifting, but these ethnic differences reversed by early elementary school. By late middle childhood, ethnic differences in self-regulation had virtually disappeared altogether. Few differences by child gender or family poverty status were identified. Recommendations are provided to facilitate the modeling of self-regulation over extended periods of development including (a) utilizing measures that overlap time points, (b) standardizing the measurement scales, and (c) utilizing a flexible latent variable model. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Adolescent development · Child development · Developmental psychology · Early childhood · Longitudinal study · Early Childhood Education and Development · Psychology
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |