Non-Hispanic White children showed better cognitive flexibility and received more emotionally supportive caregiving than children from minority backgrounds¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q3 i2 Child minority status correlated with lower cognitive flexibility (r = −.22 to −.38) and lower observed emotional support across time points. → Zeytinoglu 2019

Evidence¶

Zeytinoglu 2019¶

Zeytinoglu, S., Calkins, S. D., & Leerkes, E. M. (2019). Maternal emotional support but not cognitive support during problem-solving predicts increases in cognitive flexibility in early childhood. International Journal of Behavioral Development, 43(1), 12-23. https://doi.org/10.1177/0165025418757706

q3 · i2 · associational · r2

Bivariate correlational analyses (Table 3) of minority status with DCCS flexibility and observed maternal behaviors in the longitudinal sample; correlations ranged from "r = −.22– −.38, p<.01" for flexibility. Minority status was retained as a covariate in the primary models; the correlations are medium-sized effects.

"children identified as White non-Hispanic demonstrated better cognitive flexibility than children from minority backgrounds (r = −.22– −.38, p<.01) and were exposed to greater levels of emotionally supportive caregiver behaviors (r = −.21–.36, p < .01)"

Discussion¶

Related Claims¶

• Children's cognitive flexibility did not predict later maternal emotional or cognitive support — related
• Maternal cognitive support was only modestly associated with emotional support and largely independent of intrusiveness and negativity — related
• Greater maternal emotional support during problem-solving predicts greater child cognitive flexibility one year later, in both the preschool-to-kindergarten and kindergarten-to-first-grade intervals — related
• Better emotional scaffolding is associated with higher ECERS-R Interaction scores — related
• Teachers' internalized negative feelings about a child are related to displays of negative affect in observed interactions with that child — related