Stephen H. Chen|Alexandra Main|Qing Zhou|Silvia A. Bunge|Nancy Lau|Keira Chu
Effortful control and early academic achievement of Chinese American children in immigrant families
University of California, Berkeley|University of California, Berkeley|University of California, Berkeley|University of California, Berkeley|University of California, Berkeley|University of California, Berkeley
present study examined direct indirect relations family contextual factors effortful control ec early math english literacy skills first secondgeneration chinese american immigrant children early elementary school using socioeconomically diverse sample 258 chinese american children 53 receiving free reducedprice school lunch assessed ec combination parent teacher reports computerized neuropsychological tests behavioral frustration task childrens math calculation english literacy skills assessed standardized achievement tests results structural equation modeling suggested ec positively associated math english literacy skills b parents enculturation marginally positively associated childrens ec ec mediated link parents enculturation childrens achievement c authoritarian parenting marginally negatively associated childrens ec ec mediated link authoritarian parenting childrens achievement parents enculturation direct negative link childrens english literacy skills e evidence ec ses interaction found findings highlight need consider joint influences socioeconomic interpersonal cultural factors childrens academic development immigrant families provide support promoting childrens effortful control intermediate target intervention