93 Risk and protective factors for self-regulation at school entry

Abstract

BACKGROUND: Self-regulation, defined as the ability to manage emotions, regulate behaviors, and focus attention, are developed early in childhood and provide the underpinnings for social, emotional, academic, and behavioural well-being in childhood. Early identification of factors associated with poor-self regulation can help inform interventions to promote school readiness. OBJECTIVES: What factors are associated with poor self-regulation among children at age 5? DESIGN/METHODS: A total of 1688 women participating in a longitudinal pregnancy cohort study in a Canadian city completed questionnaires from pregnancy up to when their children were five years of age. Self-regulation was measured at age 5 by maternal report on the Behavioural Assessment Scale for Children-2 (BASC-2). Children who scored “at risk” on the attention, executive function or emotion control subscales were considered to be at risk for poor self-regulation. Risk and protective factors included maternal and child characteristics, maternal mental health, and family environment, measured at age 3. Multivariable logistic regression models were used to estimate adjusted odd ratios (AOR) for poor self regulation. RESULTS: Twenty-one percent of children had lower self-regulation skills, and this was higher among boys (24%) compared to girls (19%). Risk factors for poor self-regulation included lower family income (AOR 1.45 95% CI 1.07, 1.95), mothers with a history of adverse childhood experiences (AOR 1.53, 95%CI 1.08, 2.14), and mothers with lower emotional stability (AOR 2.16 95% CI 1.57, 2.97). Protective factors included high levels of social support (0.65, 95%CI 0.47, 0.88). Several parenting styles were assessed, and only children of mothers who engaged in more hostile parenting behaviours were more likely to have poor self-regulation skills at age five (AOR: 3.00 95%CI: 2.21, 4.06). Children who watched more than 1 hour of television per day had a 1.35 increased odds (95% CI: 1.04, 1.73) of poor self-regulation. CONCLUSION: Children are at risk of lower self-regulation due to both family circumstances (lower income) as well as maternal experiences and emotional instability. Hostile parenting puts children at particular risk for poor self-regulation and strategies that support alternate parenting approaches could be beneficial. Finally, monitoring and managing screen time may allow children to engage in other opportunities that foster self-regulation skills.