Portland State University. Department of Psychology
Andrew J. Mashburn
Term of Graduation
Date of Publication
Master of Science (M.S.) in Psychology
1 online resource (vi, 137 pages)
Children living in poverty are at an elevated risk for experiencing academic, social-emotional, and behavioral difficulties when beginning kindergarten, and early educational achievement gaps between economically disadvantaged and advantaged children are known to persist and widen over time (Fitzpatrick et al., 2014; Wanless et al., 2011). Black children face additional challenges related to racism, marginalization, minoritization, and oppression--processes which may, like poverty, impact their development by affording them fewer of the high-quality experiences that are critical for early learning (Burchinal et al., 2011; Coll et al., 1996). Fortunately, evidence-based social-emotional learning (SEL) programs offer tools to promote the social-emotional and behavioral competencies that support children's school readiness and early learning, and may counteract the adverse impacts of poverty on children's development. Using data from a randomized controlled trial that investigated the efficacy of a multi-year SEL afterschool program called WINGS, the current study tested the hypotheses that Black children (N = 85) growing up within stressful contexts associated with poverty (i.e., challenging parent-child relationships, stressful life events, and financial strain) would have (1) decreased self-regulatory skills at kindergarten entry and (2) slower development of self-regulation during kindergarten, and (3) that enrollment in WINGS would buffer kindergarteners' self-regulatory development from the harmful impacts of the stressful contexts of parenting. Results indicated only partial support for the hypotheses: a key finding was that parents' exposure to more stressful life events predicted slower development of children's self-regulatory competencies during kindergarten. Implications for research and practice are discussed.
© 2021 Eli Labinger
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Labinger, Eli Aaron Dodgson, "Black Children's Development of Self-Regulation within Stressful Contexts of Parenting: Investigating Potential Buffering Effects of a Kindergarten Social-Emotional Learning Program" (2021). Dissertations and Theses. Paper 5789.