Experiencing a residential move during early or middle childhood is associated with greater teacher-reported cognitive and behavioral dysregulation in fifth grade among low-income children¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teachers reported greater dysregulation on the BIS-BRIEF among children who moved relative to those who did not (b = 6.04, SE = 3.04, p = .05), a difference of 6.04 points or 0.24 standard deviations. → Roy 2014

Evidence¶

Roy 2014¶

Roy, A. L., McCoy, D. C., & Raver, C. C. (2014). Instability Versus Quality: Residential Mobility, Neighborhood Poverty, and Children's Self-Regulation. Developmental Psychology. https://doi.org/10.1037/a0036984

q3 · i? · associational · r2

Longitudinal regression analysis of 602 low-income Chicago children followed from preschool to fifth grade, using inverse probability weighting with propensity scores and controlling for baseline self-regulation. The article reports movers were scored as being "6.04 points (or 0.24 standard deviations) higher in dysregulation" than nonmovers. No standardized effect size is printed, so impact is null.

"teachers reported greater dysregulation on the BIS-BRIEF among children who moved relative to those who did not (b = 6.04, SE = 3.04, p = .05)"

Discussion¶

Learner Variables¶

• Adverse Experiences — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The relationship between residential mobility and fifth-grade executive function is moderated by baseline neighborhood poverty: moving out of low-poverty neighborhoods is detrimental while moving out of high-poverty neighborhoods shows a marginally significant benefit — related
• The relationship between residential mobility and fifth-grade teacher-reported dysregulation is moderated by both origin and destination neighborhood poverty, with moves out of low-poverty or into high-poverty neighborhoods detrimental and moves out of high-poverty or into low-poverty neighborhoods beneficial — related
• Prior research has linked moving during childhood with adverse educational and behavioral adjustment outcomes, with the disruptive nature of moving cited as the underlying factor — a broader claim this one bears on
• Experiencing a residential move during early or middle childhood is associated with greater cognitive dysregulation (slower Hearts and Flowers response latency) in fifth grade among low-income children — related
• A recent school move or a single move shows no evidence of relation to children's academic or social functioning — reports the opposite
• Neighborhood context is a transient ecological setting, with many families moving between neighborhood disadvantage quintiles during childhood — related
• Prior experimental housing mobility interventions (Gautreaux Project and Moving to Opportunity) linked moving from higher-poverty to lower-poverty areas with benefits in children's education, behavioral, and health outcomes — related
• Movement in and out of social and economic exposure (mobility) across childhood has implications for educational and cognitive outcomes, with upward and downward changes differing in benefit and risk — related