Oloye, HT;
Flouri, E;
(2021)
The Role of the Indoor Home Environment in Children’s Self-Regulation.
Children and Youth Services Review
, 121
, Article 105761. 10.1016/j.childyouth.2020.105761.
Preview |
Text
1-s2.0-S0190740920321836-main.pdf - Accepted Version Download (605kB) | Preview |
Abstract
Self-regulation is an important marker of both cognitive and socio-emotional competency. This exploratory study examined the role of the indoor home environment in children’s trajectories of two components of self-regulation: emotional dysregulation and independence. We used growth curve modelling to explore the trajectories of self-regulation among 13,774 children from the Millennium Cohort Study, followed at ages three, five and seven years. Disorganisation, quiet and calm were related to both components of self-regulation. Additionally, damp, second-hand smoke and TV noise predicted emotional dysregulation. Our other measures of the home environment (overcrowding, home traffic, presence of open fires and garden access) were unrelated to self-regulation. Our results suggest that the atmosphere and maintenance of the home may directly impact self-regulation in early and middle childhood.
| Type: | Article |
|---|---|
| Title: | The Role of the Indoor Home Environment in Children’s Self-Regulation |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.childyouth.2020.105761 |
| Publisher version: | https://doi.org/10.1016/j.childyouth.2020.105761 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Self-Regulation, Emotional Dysregulation, Independence, Home Environment, Longitudinal Birth Cohort, Millennium Cohort Study |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10116357 |
Archive Staff Only
 |
View Item |
