The physiological underpinnings of young children's learning and school engagement
Abstract/Contents
- Abstract
- This dissertation examines how young children's physiological response to acute and chronic environmental challenges is related to their cognitive skills, self-regulation, and school engagement during the preschool and kindergarten period. I used a three-paper approach. Paper 1 revealed significant interactive effects of hair cortisol concentrations, an index of chronic physiological stress regulation, and family wealth on preschoolers' cognitive skills in rural Pakistan. Paper 2 demonstrated that among kindergartners in the US, highly reactive, subordinate children showed positive change in school engagement, whereas highly reactive dominant children showed negative change in engagement across the school year. Paper 3 illustrated that in the US, kindergartners with lower levels of observed self-regulated behavior showed sudden decreases in parasympathetic activation after a critical feedback task, suggesting that this post-task period was physiologically challenging for them. These findings underscore how physiology can reveal which environments are most optimal for different children's learning.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2022; ©2022 |
| Publication date | 2022; 2022 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Armstrong-Carter, Emma Louise |
|---|---|
| Degree supervisor | Domingue, Ben |
| Degree supervisor | Obradović, Jelena, (Education professor) |
| Thesis advisor | Domingue, Ben |
| Thesis advisor | Obradović, Jelena, (Education professor) |
| Thesis advisor | Reardon, Sean F |
| Degree committee member | Reardon, Sean F |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Emma Armstrong-Carter. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2022. |
| Location | https://purl.stanford.edu/zc102xf2277 |
Access conditions
- Copyright
- © 2022 by Emma Louise Armstrong-Carter
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Also listed in
Loading usage metrics...