Disentangling the role of poverty-related experiences on children's self-regulation: Identifying dynamic and contextually-relevant mechanisms

理清与贫困相关的经历对儿童自我调节的作用：确定动态且与情境相关的机制

• 批准号: 10677464
• 负责人: Meriah L DeJoseph
• 金额: $ 7.12万
• 依托单位: STANFORD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-04 至 2026-08-03
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10677464
• 关键词: Address; Affect; Attention; Behavioral; Buffers; COVID-19 pandemic; Caregivers; Child; Chronic; Cognitive; Communities; Complex; Data; Development; Dimensions; Disparity; Economics; Emotional; Environment; Exposure to; Family; Fellowship; Grain; Home; Impairment; Income; Inequity; Informal Social Control; Intervention; Learning; Life; Life Experience; Link; Longevity; Measures; Methodology; Methods; Modeling; Outcome; Pathway interactions; Pattern; Personal Satisfaction; Play; Policies; Poverty; Process; Psychometrics; Public Health; Quasi-experiment; Race; Recording of previous events; Research; Research Personnel; Risk; Role; Sampling; Schools; Science; Series; Shapes; Stress; Surveys; System; Testing; Theoretical model; Time; Training; United States; Work; Youth; career; child poverty; community violence; comparison group; deprivation; early childhood; early life adversity; economic disparity; emotion regulation; experience; infancy; innovation; insight; lower income families; novel; pandemic disease; programs; psychosocial; response; skills; sociodemographic group; success; tool

PROJECT SUMMARY Poverty-related adversities place children at an increased risk for developing behavioral self-regulation difficulties that disrupt their capacity to learn and thrive across the lifespan. With nearly 12 million children growing up in poverty in the United States, this represents a monumental public health concern. Clarifying the environmental determinants and underlying mechanisms that explain associations between poverty and child self-regulation skills is central for the creation of policies that address families’ challenges while leveraging extant strengths. Several complementary theoretical frameworks of early life adversity suggest that the accumulation of economic deprivation and psychosocial threat, and their corresponding patterns of (un)predictability, shape distinct developmental mechanisms that prepare children to meet the demands of their specific environments. This project bridges novel methodological and theoretical approaches to characterize dynamic patterns of change in early-life experiences in the context of poverty, and examine the role such experiences play in shaping children’s self-regulation in early childhood. Early childhood is marked by substantial neurodevelopmental changes that support the emergence of self-regulatory skills needed to meet the learning and psychosocial demands of schooling. Effects of poverty on these developing regulatory systems are present as early as infancy, with more years spent at or below the federal poverty line predicting greater self-regulation difficulties over time. Yet, how poverty leads to such disparities remains largely unknown. The type, timing, and temporal variability in poverty-related experiences, and their respective roles on contextually-adaptive self-regulation skills in early childhood, may be candidate mechanisms underlying the effects of child poverty on long-term outcomes. The current project addresses two aims using data from a large mixed-methods national survey (N~13,000) of predominantly low-income families during the pandemic. Aim 1 will apply innovative psychometric, time-series, and qualitative approaches to understand what, when, and for whom poverty-related experiences are most salient (1a), as well as how and under which conditions such experiences unfold (1b). Aim 2 will leverage quasi-experimental methods (i.e., propensity scores) to test the putative impact of experiences revealed in Aim 1 on children’s emerging self-regulation skills as they transition to formal schooling. Findings will afford novel and timely insights into the complex ways in which early poverty-related experiences affect children’s ability to thrive, with broad implications for public health and well-being during a monumental point in history that calls for much-needed policy reform. Under the guidance of Sponsors Fisher, Obradović, and Frankenhuis, the proposed research and training plan will prepare the applicant for a career as an independent researcher focused on the basic, translational, and applied study of child poverty and self-regulation.

项目摘要 与贫困相关的逆境使儿童面临发展行为自我调节的风险 困难，破坏了他们在整个生命周期内学习和繁荣的能力。有近1200万儿童 在美国长大的贫困中，这代表了每月的公共卫生问题。澄清 环境决定者和基本机制，解释了贫困与儿童之间的关联 自我调节技能对于制定解决家庭挑战的政策是核心 现有的优势。几个完整的早期广告的理论框架表明 经济剥夺和社会心理威胁的积累及其相应的模式 （联合国）可预测性，塑造不同的发展机制，使儿童为满足其需求做好准备 特定环境。该项目桥接了新颖的方法论和理论方法来表征 在贫困背景下，早期生活经历中变化的动态模式，并检查这样的作用 经验在塑造儿童幼儿时的自我调节方面发挥了作用。 幼儿时期的特征是神经发育的重大变化，支持出现 满足教育的学习和社会心理需求所需的自我调节技能。贫困的影响 这些正在开发的监管系统早在婴儿期就存在，在或以下花费了更多的时间 联邦贫困线预测随着时间的流逝，自我调节的难度更大。然而，贫困如何导致这样 差距在很大程度上仍然未知。与贫困相关的经历中的类型，时机和暂时变异性， 他们在童年时期各自在上下文适应性的自我调节技能上的角色，可能是候选人 儿童贫困对长期结果的影响的机制。 当前项目使用来自大型混合方法的国家调查的数据解决了两个目标 （n〜13,000）大流行期间主要是低收入家庭。 AIM 1将应用创新 心理测量，时间序列和定性方法，以了解什么，何时以及为谁 与贫困相关的经历是最显着的（1a），以及如何以及如何在哪些条件下 体验展开（1b）。 AIM 2将利用准实验方法（即承诺分数）来测试 AIM 1中的经验的推定影响对儿童过渡时对儿童的新自我调节技能的影响 进行正规教育。调查结果将为早期的复杂方式提供新颖和及时的见解 与贫困相关的经历会影响儿童繁荣的能力，对公共卫生和 在历史上的巨大观点中，福祉要求进行急需的政策改革。在指导下 拟议的研究和培训计划将为赞助商Fisher，Obradović和Frankenhuis提供准备 从事独立研究人员职业的申请人，重点是基本，翻译和应用研究 儿童贫穷和自我调节。