Modeling longitudinal change patterns of self-regulation from early to middle childhood

Methodological innovations and individual differences

Datos Bibliográficos

ID9793525
AutoresMargaret O''Brien Caughy (0000-0002-3237-5259, University of Georgia, autor de correspondencia), 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)
Año2025
Volumen61
Número1
Páginas179-194
Fecha de publicación2025-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDevelopmental Psychology (JOURNAL)
Identificadores de la revistaISSN: 0012-1649 • E-ISSN: 1939-0599
EditorialAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/dev0001881
PMID39541511
OpenAlexW4404372759
IdiomaEN
Citas recibidas4

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