Self regulation and parenting dynamics across childhood

About This Grant

PROJECT SUMMARY According to a recent report by the Centers for Disease Control and Prevention, 60% of U.S. adults have reportedly had at least one early adverse experience (e.g., physical, emotional, or sexual abuse) with nearly 40% having two or more early adverse experiences. Extensive work has been done to uncover the mechanisms that link early adversity to mental health problems with self-regulation consistently emerging as a key contender. Self-regulation is consistently and highly heritable with its development facilitated by both biological and environmental processes. Importantly, the transition from middle childhood to early adolescence marks a critical period of growth in self-regulation. Attachment theory suggests that parents play an integral role in its development through shaping both the genetics and the environment of the child. Studies on the role of parenting in the development of self-regulation to date examine a single level and time scale at a time failing to capture the complex, multilevel nature of children's experiences of parenting that span from moment-to- moment interactions to consistent parenting styles and interplay between them. Dynamic Systems Theory (DST) further highlights this limitation by emphasizing the importance of examining multiple levels of a system across different timescales to fully conceptualize the complex developmental processes at play. Thus, the overarching purpose of the proposed project is to better understand the development of self-regulation across phenotypic and genetic levels and different timescales using the Arizona Twin Project, a large longitudinal study of racially/ethnically and socioeconomically diverse twins, across middle childhood and the transition to adolescence. To accomplish this, the current project has proposed three aims. First, we will examine the effects of moment-to-moment parenting behaviors on self-regulation in middle childhood. Second, we will investigate the effect of parenting behaviors on self-regulation longitudinally across middle childhood and the transition to adolescence. Third, we will elucidate the shared genetic and environmental etiology of parenting behaviors and trait-level self-regulation across middle childhood and the transition to early adolescence. By the end of my doctoral education, I want to develop an extensive expertise on parenting and self-regulation, quantitative methodology, and science communication to ensure that I am prepared for a multifaceted tenure-track career at a rigorous, research focused academic institution. My training objectives include: 1) gain an in-depth understanding of the role of parenting in the development of self-regulation; 2) obtain advanced training in quantitative methodology with a focus on intensive and long-term longitudinal data; 3) extend academic writing and communication skills to translating scientific information for the public. By accomplishing these training objectives in tandem with the proposed project, I will lay the foundation for my future work focused on improving individual, familial, and societal well-being.