Self-Control and Contextual Influences: The Roles of Familial and Kindergarten Experiences

Christine P. Li-Grining, Northwestern University

Though focus is often placed on academic skills, the development of socioemotional skills also deserves attention. In fact, self-control has been linked with greater academic achievement. Given the protective nature of self-control, predictors of its development are of interest. While the psychological literature has examined the role of individual attributes and social relationships, the role of structural characteristics of home and school environments, such as teacher education, has rarely been investigated. This is of particular concern as the structural attributes of schools may be more amenable to policy change. The current study examines the development of self-control across multiple contexts over time. Using a nationally representative sample (n=8,360), self-control measured at the beginning and end of the kindergarten year is related to familial and school experiences prior to and during kindergarten. Preliminary results suggest that familial experiences play a greater role for the development of self-control than school experiences.