{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/114013"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/114013","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The dynamics of family poverty and immigrant-origin children’s socioemotional development and executive functioning","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-12-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-12-01","abstract_has_math":false,"creators":["Aguirre, Martha Jailene"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Human Dvlpmt & Family Studies","degree_department":null,"school":null,"contributors":["Lleras, Christy","Cuthbertson, Courtney"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:46:20Z","date_published":"2022-04-29T21:46:20Z","updated_at":"2026-07-22T22:24:54Z","subjects":["Development"],"languages":["en","eng"],"rights":["Copyright 2021 Martha Aguirre"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/114013","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lleras, Christy","Cuthbertson, Courtney"]},{"key":"dc:creator","label":"Author","values":["Aguirre, Martha Jailene"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:46:20Z","2024-04-29T21:47:53Z","2021-12","2021-12-07"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Dvlpmt & Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Martha Aguirre"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/114013"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-12-01","The student, Martha Aguirre, accepted the attached license on 2021-12-07 at 11:59.","The student, Martha Aguirre, submitted this Thesis for approval on 2021-12-07 at 12:13.","This Thesis was approved for publication on 2021-12-07 at 13:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17400 on 2022-04-06 at 17:18:00","Made available in DSpace on 2022-04-29T21:46:20Z (GMT). No. of bitstreams: 2 AGUIRRE-THESIS-2021.pdf: 599555 bytes, checksum: c5da850df158eb0701bc46edca2839fd (MD5) LICENSE.txt: 4212 bytes, checksum: 97a95ad474eb9df150af68bca87de14e (MD5) Previous issue date: 2021-12-07","Embargo set by: Seth Robbins for item 123377 Lift date: 2024-04-29T21:46:25Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 123377 Lift date: 2024-04-29T21:47:53Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only","This study utilized data from the Early Childhood Longitudinal Study-kindergarten cohort (2010-11) to examine how the duration and depth of family poverty influenced the socioemotional and behavioral development as well as executive functioning among immigrant-origin children, where at least one parent was born outside the U.S.. The results of the regression analysis show among immigrant-origin children, those who experience more years in poverty develop fewer learning-related behaviors and lower attentional focus between kindergarten and fifth grade, controlling for a host of family, child, and school characteristics. The study also revealed important racial and ethnic differences. Black immigrant-origin children were rated by their teachers as having fewer interpersonal skills and lower inhibitory control compared to Latinx children. Asian immigrant-origin children tended to have significantly better scores on social, behavioral, and executive functioning compared to Latinx immigrant-origin children. Additionally, children in single-parent households had poorer developmental outcomes, regardless of poverty status. The study highlights the need for more research that examines variation in child outcomes within immigrant populations as well as a focus on a wider range of developmental outcomes shown to be important for educational success and child well-being including interpersonal skills and attentional focus."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The dynamics of family poverty and immigrant-origin children’s socioemotional development and executive functioning"]}]}],"canonical_facts":{"dc:contributor":["Lleras, Christy","Cuthbertson, Courtney"],"dc:creator":["Aguirre, Martha Jailene"],"dc:date":["2022-04-29T21:46:20Z","2024-04-29T21:47:53Z","2021-12","2021-12-07"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-12-01","The student, Martha Aguirre, accepted the attached license on 2021-12-07 at 11:59.","The student, Martha Aguirre, submitted this Thesis for approval on 2021-12-07 at 12:13.","This Thesis was approved for publication on 2021-12-07 at 13:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17400 on 2022-04-06 at 17:18:00","Made available in DSpace on 2022-04-29T21:46:20Z (GMT). No. of bitstreams: 2 AGUIRRE-THESIS-2021.pdf: 599555 bytes, checksum: c5da850df158eb0701bc46edca2839fd (MD5) LICENSE.txt: 4212 bytes, checksum: 97a95ad474eb9df150af68bca87de14e (MD5) Previous issue date: 2021-12-07","Embargo set by: Seth Robbins for item 123377 Lift date: 2024-04-29T21:46:25Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 123377 Lift date: 2024-04-29T21:47:53Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only","This study utilized data from the Early Childhood Longitudinal Study-kindergarten cohort (2010-11) to examine how the duration and depth of family poverty influenced the socioemotional and behavioral development as well as executive functioning among immigrant-origin children, where at least one parent was born outside the U.S.. The results of the regression analysis show among immigrant-origin children, those who experience more years in poverty develop fewer learning-related behaviors and lower attentional focus between kindergarten and fifth grade, controlling for a host of family, child, and school characteristics. The study also revealed important racial and ethnic differences. Black immigrant-origin children were rated by their teachers as having fewer interpersonal skills and lower inhibitory control compared to Latinx children. Asian immigrant-origin children tended to have significantly better scores on social, behavioral, and executive functioning compared to Latinx immigrant-origin children. Additionally, children in single-parent households had poorer developmental outcomes, regardless of poverty status. The study highlights the need for more research that examines variation in child outcomes within immigrant populations as well as a focus on a wider range of developmental outcomes shown to be important for educational success and child well-being including interpersonal skills and attentional focus."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/114013"],"dc:language":["en","eng"],"dc:rights":["Copyright 2021 Martha Aguirre"],"dc:subject":["Development"],"dc:title":["The dynamics of family poverty and immigrant-origin children’s socioemotional development and executive functioning"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Human Dvlpmt & Family Studies"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:54Z"}