About this session

Thursday, 10:00 AM - 11:30 AM

Exploring and Supporting Self-Regulation and Academic Outcomes across Contexts and Methods

The development of self-regulation skills over the first years of life is one of the fundamental tasks of childhood, with profound implications for children’s school readiness, academic success, and long-term educational outcomes. Influenced both by genetic and temperamental influences as well as caregiving support and environmental contexts, self-regulation develops rapidly over the first years of life and throughout childhood. This symposium showcases research across diverse populations, using innovative methods to measure and strengthen self-regulation skills in childhood. Paper 1 utilizes wearable accelerometers to assess changes in children’s daily activity levels as a novel method for assessing self-control, and provides a longitudinal overview of links among parenting, self-regulation, and educational attainment across development. Using Census data of a nationally-representative sample of US children, Paper 2 focuses on the impacts of children’s flourishing and overall well-being on self-regulation and early academic outcomes. Paper 3 explores how an integrated model of tiered parenting interventions can promote school-age self-regulation abilities through increases in parental cognitive stimulation in children in low-income households. Lastly, Paper 4 explores the bidirectional relations between self-regulation and academic learning over a program year in a sample of Syrian refugee children living in Lebanon, an understudied population of children facing unique challenges.

Paper #1
Title	Keeping It Together: Children’s Daily Increases in Activity Proxy Self-Control at School, Predict Educational Attainment
Presenting author	Andrew E. Koepp, University of Pennsylvania, United States

Paper #2
Title	The Impact of Child Flourishing on School Readiness: A Structural Equation Modeling Approach
Presenting author	Nema Kebbeh, University of Houston, United States

Paper #3
Title	Reducing School Readiness Disparities: Effects of Smart Beginnings on School-Age Self-Regulation through Parental Cognitive Stimulation
Presenting author	Dr. Ashleigh Iris Aviles, Ph.D., New York University, United States

Paper #4
Title	The Contribution of Social and Emotional Learning to Syrian Refugee Students' Academic Outcomes & Vice Versa
Presenting author	Abiraahmi Shankar, New York University, United States

View all paper details

Session chair
Dr. Ashleigh Iris Aviles, Ph.D., New York University, United States

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