Childhood Poverty, Chronic Stress, Self-Regulation, and Coping

By G. W. Evans, Pilyoung Kim. 2013

855 citations recorded by the source corpus.

Subfields: Behavioral Neuroscience, Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4977f7d6ccda4e21ba71066165bb5f5dcf1f9eff

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Behavioral Neuroscience

1. Daniel A. Hackman
2. G. W. Evans
3. S. Maryam
4. Martha J. Farah

In Clinical Psychology

1. S. Maryam
2. Martha J. Farah
3. G. W. Evans
4. Daniel A. Hackman
5. R. Gallop

In Education

1. Martha J. Farah
2. Daniel A. Hackman
3. S. Maryam
4. R. Gallop
5. G. W. Evans
6. S. Sonnenschein
7. C. Galindo

Citations in the corpus

• Socioeconomic status and executive function: developmental trajectories and mediation. (2015, background): “The chronic, cumulative physical and psychosocial stressors experienced by children in poverty (Evans & Kim, 2013) also are likely to influence PFC development and EF via their impact on stress response systems (e.g. Arnsten, 2009).”
• Strategi Coping: Teori dan Sumberdayanya (2017, background): “Jenis coping mana yang akan digunakan dan bagaimana dampaknya, sangat tergantung pada jenis stres atau masalah yang dihadapi (Evans & Kim, 2013).”
• The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists. (2017, neutral): “…2014 lxi Durlak et al., 2011; Taylor et al., 2017; Bridgeland, Bruce, & Hariharan, 2013; DePaoli et al., 2015 lxii Raver, Blair, & Willoughby, 2013; Evans & Kim, 2013; Noble, Norman, & Farah, 2005 lxiii Aber et al., 2003; Capella et al., 2016 The Evidence Base for How We Learn Supporting Students’…”