There are many avenues by which early life poverty relates to the development of school readiness. Few studies, however, have examined the extent to which sustained attention, a central component of self-regulation in infancy, mediates relations between poverty-related risk and cognitive and emotional self-regulation at school entry. To investigate longitudinal relations among poverty-related risk, sustained attention in infancy, and self regulation prior to school entry, we analyzed data from the Family Life Project, a large prospective longitudinal sample (N = 1292) of children and their primary caregivers in predominantly low-income and nonurban communities. We used structural equation modeling to assess the extent to which a latent variable of infant sustained attention, measured in a naturalistic setting, mediated the associations between cumulative poverty related risk and three domains of self-regulation. We constructed a latent variable of infant sustained attention composed of a measure of global sustained attention and a task-based sustained attention measure at 7 and 15 months of age. Results indicated that infant sustained attention was negatively associated with poverty-related risk and positively associated with a direct assessment of executive function abilities and teacher-reported effortful control and emotion regulation in pre-kindergarten. Mediation analysis indicated that the association between poverty-related risk and each self-regulation outcome was partially mediated by infant attention. These results provide support for a developmental model of self-regulation whereby attentional abilities in infancy act as a mechanism linking the effects of early-life socioeconomic adversity with multiple aspects of self-regulation in early childhood. (C) 2019 Elsevier Inc. All rights reserved.
机构:
Columbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USAColumbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USA
Jahromi, Laudan B.
Umana-Taylor, Adriana J.
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Harvard Univ, Harvard Grad Sch Educ, Cambridge, MA 02138 USAColumbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USA
Umana-Taylor, Adriana J.
Updegraff, Kimberly A.
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Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, Tempe, AZ 85287 USAColumbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USA
Updegraff, Kimberly A.
Williams, Chelsea Derlan
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Virginia Commonwealth Univ, Dept Psychol, Richmond, VA 23284 USAColumbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USA
Williams, Chelsea Derlan
Kirkman, Katherine
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Columbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USAColumbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USA
机构:
Columbia Univ, Sch Social Work, 1255 Amsterdam Ave, New York, NY 10027 USAColumbia Univ, Sch Social Work, 1255 Amsterdam Ave, New York, NY 10027 USA
Wen, Hao
Cui, Jiawen
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h-index: 0
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Columbia Univ, Sch Social Work, 1255 Amsterdam Ave, New York, NY 10027 USAColumbia Univ, Sch Social Work, 1255 Amsterdam Ave, New York, NY 10027 USA
Cui, Jiawen
Husile, Husel
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Univ Penn, Sch Social Policy & Practice, Philadelphia, PA USAColumbia Univ, Sch Social Work, 1255 Amsterdam Ave, New York, NY 10027 USA
机构:
Columbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USAColumbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USA
Jahromi, Laudan B.
Umana-Taylor, Adriana J.
论文数: 0引用数: 0
h-index: 0
机构:
Harvard Univ, Harvard Grad Sch Educ, Cambridge, MA 02138 USAColumbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USA
Umana-Taylor, Adriana J.
Updegraff, Kimberly A.
论文数: 0引用数: 0
h-index: 0
机构:
Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, Tempe, AZ 85287 USAColumbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USA
Updegraff, Kimberly A.
Williams, Chelsea Derlan
论文数: 0引用数: 0
h-index: 0
机构:
Virginia Commonwealth Univ, Dept Psychol, Richmond, VA 23284 USAColumbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USA
Williams, Chelsea Derlan
Kirkman, Katherine
论文数: 0引用数: 0
h-index: 0
机构:
Columbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USAColumbia Univ, Teachers Coll, Dept Hlth & Behav Studies, 525 West 120th St,Box 223, New York, NY 10027 USA
机构:
Columbia Univ, Sch Social Work, 1255 Amsterdam Ave, New York, NY 10027 USAColumbia Univ, Sch Social Work, 1255 Amsterdam Ave, New York, NY 10027 USA
Wen, Hao
Cui, Jiawen
论文数: 0引用数: 0
h-index: 0
机构:
Columbia Univ, Sch Social Work, 1255 Amsterdam Ave, New York, NY 10027 USAColumbia Univ, Sch Social Work, 1255 Amsterdam Ave, New York, NY 10027 USA
Cui, Jiawen
Husile, Husel
论文数: 0引用数: 0
h-index: 0
机构:
Univ Penn, Sch Social Policy & Practice, Philadelphia, PA USAColumbia Univ, Sch Social Work, 1255 Amsterdam Ave, New York, NY 10027 USA