title: Low-income children's self-regulation in the classroom: scientific inquiry for social change.
abstract: Over 21% of children in the United States today are poor, and the income gap between our nation's richest and poorest children has widened dramatically over time. This article considers children's self-regulation as a key mediating mechanism through which poverty has deleterious consequences for their later life outcomes. Evidence from field experiments suggests that low-income children's self-regulation is modifiable by early educational intervention, offering a powerful policy option for reducing poverty's negative impact. The author discusses ways that scientific models of self-regulation can be expanded to include multiple developmental periods and real-world classroom contexts. Recommendations for advances in research design, measurement, and analysis are discussed, as are implications for policy formation and evaluation.
authors.affiliation: New York University, New York, NY 10003, USA. cybele.raver@nyu.edu
authors.forename: C Cybele
authors.initials: CC
authors.lastname: Raver
mesh_terms: D002648:Child; D006801:Humans; D011203:Poverty / Q000523:psychology*; D012574:Schools; D012922:Social Change; D012927:Social Control, Informal; D012931:Social Environment; D012959:Socioeconomic Factors; D013334:Students / Q000523:psychology*; D014481:United States