Instability in the environment and children's in-school self-regulatory behaviors.

ABSTRACT:

Introduction

Experiences of chronic and/or extreme stress early in childhood are associated with altered self-regulatory behaviors. However, there is a range of variability in children's behavioral outcomes after experiences of stress. Understanding what contributes to this variability in children's responses to stress can aid in the development of more effective programs aimed at supporting children's self-regulatory processes. The current study examined relationships between indices of environmental stability and changes in children's self-regulatory behaviors.

Methods

Ratings of children's self-regulatory behavior were collected in collaboration with a school program once a month over the course of the academic year. Measures of environmental stability were collected for

SUBMITTER: Smith KE 

PROVIDER: S-EPMC11958713 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature