2026-09-25T07:00:18Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/114013 2023-07-11 col_2142_5131 col_2142_16456 com_2142_5130 com_2142_689 com_2142_397

Lleras, Christy Cuthbertson, Courtney 2022-04-29T21:46:20Z 2024-04-29T21:47:53Z 2021-12 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 application/pdf en text The dynamics of family poverty and immigrant-origin children’s socioemotional development and executive functioning Aguirre, Martha Jailene 2021-12-07 Development 2022-04-29T21:46:20Z 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. Thesis eng http://hdl.handle.net/2142/114013 Copyright 2021 Martha Aguirre Human Dvlpmt & Family Studies Human Dvlpmt & Family Studies University of Illinois at Urbana-Champaign Thesis M.S.