The purpose of this study is to examine the effects of cohabitation on children in kindergarten and how this varies by race. Many researchers have shown that children being raised in cohabiting families do not perform as well as children being raised in married parent families (Manning and Seltzer 2009; Artis 2007; Raley et al 2005). Furthermore, demographic trends show that cohabitation among Latinos is very similar to marriage, whereas among whites they are two very different things (Choi and Seltzer 2009). My research combines these two ideas to investigate how cohabitation may affect Latino children differently than it affects white children in terms of internalizing and externalizing behavior problems. I hypothesize that though whites will be negatively affected by cohabitation, Latinos will not have this negative effect. Evidence supports hypotheses and suggests that, indeed, Latino children are not as negatively affected by cohabitation as Whites.

abstract: I examined the role of children's or teacher's effortful control (EC) in children's academic functioning in early elementary school in two separate studies. In Study 1, I tested longitudinal relations between parents' reactions to children's displays of negative emotions in kindergarten, children's EC in first grade, and children's reading or math achievement in second grade (N = 291). In the fall of each school year, parents reported their positive or negative reactions and parents and teachers reported on children's EC. Standardized achievement tests assessed achievement each spring. Results from autoregressive panel mediation models demonstrated that constructs exhibited consistency across study years. In addition, first-grade EC mediated relations between parents' reactions (i.e., a difference composite of positive minus negative reactions) at kindergarten and second-grade math, but not reading, achievement. Findings suggest that one method of promoting math achievement in early school is through the socialization of children's EC. In Study 2, I examined relations between teachers' EC, teachers' reactions to children's negative emotions, the student-teacher relationship (STR), and children's externalizing behaviors or achievement among 289 second-graders and their 116 teachers. Results from mixed-model regressions showed that negative reactions and teacher-reported STR mediated relations between teachers' EC and math achievement. In addition, teacher-reported STR mediated links between teachers' EC and externalizing problems across reporters and between teachers' EC and reading achievement. Tests of moderated mediation indicated that a high-quality STR was negatively associated with externalizing problems and high levels of teachers' negative reactions were negatively related to math achievement only for students low in EC. In tests of moderation by social competence, teachers' reports of high-quality STRs tended to be negatively associated with externalizing problems, but relations were strongest for students not high in social competence. For students low in social competence only, children's reports of a high-quality STR was related to lower reading achievement. These results highlight the utility of considering whether and how teachers' own intrinsic characteristics influence classroom dynamics and students' academic functioning outcomes. / Dissertation/Thesis / Ph.D. Family and Human Development 2011