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1.
The unique relations of effortful control and impulsivity to resiliency and adjustment were examined when children were 4.5 to 8 years old, and 2 years later. Parents and teachers reported on all constructs and children's attentional persistence was observed. In concurrent structural equation models, effortful control and impulsivity uniquely and directly predicted resiliency and externalizing problems and indirectly predicted internalizing problems (through resiliency). Teacher-reported anger moderated the relations of effortful control and impulsivity to externalizing problems. In the longitudinal model, all relations held at T2 except for the path from impulsivity to externalizing problems. Evidence of bidirectional effects also was obtained. The results indicate that effortful control and impulsivity are distinct constructs with some unique prediction of resiliency and adjustment.  相似文献   

2.
This study investigated whether child exuberance, an aspect of temperament related to emotion regulation, moderates the well-documented association between high parenting stress and increased risk for internalizing and externalizing problems during the preschool years. At 42 months of age child exuberance was observed in 256 children (47% girls) and maternal self-reports on parenting stress were obtained. At 48 months internalizing and externalizing problems were assessed through reports from both parents. Indeed, higher maternal parenting stress increased the risk for internalizing problems, and this association was more pronounced among children with high levels of exuberance. Existent emotion regulation difficulties in highly exuberant children may further heighten the risk conveyed by an unfavorable caregiving environment for developing internalizing problems.  相似文献   

3.
Physiological regulation, as indexed by baseline vagal tone and delta vagal tone (the change in vagal tone during an attention-demanding or challenging task), was examined as a moderator in the relations between exposure to verbal and physical parental marital conflict and children's adjustment and physical health. Higher vagal tone was posited to serve a protective function (i.e., buffer) for children exposed to higher levels of marital conflict. Seventy-five 8- to 12-year-olds and their mothers completed measures of parental conflict, and children's adjustment and physical health. Children's vagal tone was assessed during baseline conditions and during exposure to an audiotaped interadult argument. Results indicate that higher vagal tone buffered children against increased externalizing, internalizing, and health problems related to exposure to more frequent marital conflict, especially verbal conflict. Further, higher levels of delta vagal tone protected boys against externalizing problems associated with verbal conflict, and health problems associated with physical conflict.  相似文献   

4.
In a 3-wave longitudinal study (with assessments 2 years apart) involving 186 early adolescents (M ages of approximately 9.3, 11.4, and 13.4), the hypothesis that parental warmth/positive expressivity predicts children's effortful control (EC) (a temperamental characteristic contributing to emotion regulation) 2 years later, which in turn predicts low levels of externalizing problems another 2 years later, was examined. The hypothesis that children's EC predicts parenting over time was also examined. Parents were observed interacting with their children; parents and teachers reported children's EC and externalizing problems; and children's persistence was assessed behaviorally. Children's EC mediated the relation between positive parenting and low levels of externalizing problems (whereas there was no evidence that children's EC predicted parenting).  相似文献   

5.
The experiences of 150 children in after-school programs were examined in relation to performance in first grade. Three aspects of program experiences (emotional climate, quality of peer interactions, and program curriculum) were associated with the children's concurrent adjustment at school, controlling for family selection factors. Staff positivity in the after-school programs was associated with boys displaying fewer internalizing and externalizing problems, whereas staff negativity was related to boys obtaining poorer grades in reading and math. Program flexibility was associated with boys having better social skills. More frequent negative interactions with peers in the programs were related to more internalizing and externalizing problems, and poorer social skills at school. Boys who attended programs offering a larger number of different activities had more internalizing and externalizing problems, and poorer grades in reading and math. After-school experiences also were related to girls' behaviors, but associations were less apparent for girls than boys.  相似文献   

6.
The purpose of this study was to examine the moderating role of individual differences in negative emotionality in the relations of behavioral and attentional (emotional) regulation to externalizing problem behaviors. Teachers' and one parent's reports of children's regulation (attentional and behavioral), emotionality, and problem behavior were obtained when children were in kindergarten to grade 3 and two years later (N = 169; 146 in major analyses); children's behavioral regulation also was assessed with a measure of persistence. According to the best fitting structural equation model, at two ages behavioral dysregulation predicted externalizing behavior problems for children both high and low in negative emotionality, whereas prediction of problem behavior from attentional control was significant only for children prone to negative emotionality. There were unique, additive effects of behavioral and attentional regulation for predicting problem behavior as well as moderating effects of negative emotionality for attentional regulation.  相似文献   

7.
The purpose of the present study was to identify the mediating effects of emotion regulation on the association between cumulative childhood trauma and behavior problems in sexually abused children in Korea, using structural equation modeling (SEM). Data were collected on 171 children (ages 6–13 years) referred to a public counseling center for sexual abuse in Seoul, Korea. Cumulative childhood traumas were defined on the basis of number of traumas (physical abuse, witnessing domestic violence, neglect, traumatic separation from parent, and sexual abuse) and the severity and duration of traumas. Children were evaluated by their parents on emotion regulation using the Emotion Regulation Checklist and internalizing and externalizing behavior problems using the Korean-Child Behavior Checklist. SEM analyses confirmed the complete mediation model, in which emotion dysregulation fully mediates the relationship between cumulative childhood traumas and internalizing/externalizing behavior problems. These findings indicate that emotion regulation is an important mechanism that can explain the negative effects of cumulative childhood traumas and that there is a need to focus on emotion regulation in sexually abused children exposed to cumulative trauma.  相似文献   

8.
This longitudinal study investigated prospective links between social isolation and adjustment problems among 166 (77 girls, 89 boys) Finnish children ages 7 to 9. Peer nominations for social engagement and self-reports of internalizing and externalizing problems were collected in the spring of the 1st and 2nd grade. Friendship moderated prospective associations between peer and adjustment variables. Among friended children, there were no prospective associations between social isolation and either internalizing or externalizing problems. Among unfriended children, initial social isolation was positively linked to subsequent increases in internalizing and externalizing problems, and initial internalizing and externalizing problems predicted subsequent increases in social isolation. The findings suggest that friendship buffers against the adverse consequences associated with being isolated and presenting adjustment difficulties.  相似文献   

9.
Research Findings: Parental expressivity, child physiological regulation (indexed by respiratory sinus arrhythmia suppression), child behavioral regulation, and child adjustment outcomes were examined in 45 children (M age = 4.32 years, SD = 1.30) and their parents. With the exception of child adjustment (i.e., internalizing and externalizing problems and adaptive skills), which were assessed with parents' ratings, all variables were observed behaviorally or physiologically. A 3-path mediation path model was tested with the relations between parental expressivity and child adjustment outcomes mediated through child physiological regulation and behavioral regulation. Despite low power to detect the mediated effect, there was evidence to suggest that physiological regulation and behavioral regulation were 2 mediating mechanisms by which parental high positive/low negative expressivity may influence adaptive skills. Thus, parental expressivity may shape children's physiological regulation. And physiological regulation may be 1 mechanism by which effortful control becomes manifested as behavioral regulation that becomes apparent to others who then make evaluations about individuals' adaptive skills. Practice or Policy: The results have implications for interventions aimed at parent training or parental coaching of emotion as well as interventions aimed at enhancing children's social-emotional or behavioral regulation to improve children's adaptive skills.  相似文献   

10.
A meta‐analysis examined the relations between children’s adjustment and children’s cognitive, affective, behavioral, and physiological responses to interparental conflict. Studies included children between 5 and 19 years of age. Moderate effect sizes were found for the associations between cognitions and internalizing and externalizing behavior problems and self‐esteem problems, negative affect and behavioral responses and internalizing behavior problems, and behavioral responses and self‐esteem problems. Small to moderate effect sizes were found for the associations between cognitions and relational problems, negative affect and behavioral responses and externalizing behavior problems, and physiological reactions and internalizing and externalizing behavior problems. Effect sizes were, with 1 exception, larger for internalizing than for externalizing behavior problems. Age significantly moderated the majority of effect sizes.  相似文献   

11.
This study examined the relationship between children's emotional and behavioral problems and teachers' social responding. Elementary school students completed the Children's Depression Inventory and a parent completed the Child Behavior Checklist. Teachers rated children on measures of interpersonal attractiveness and personal rejection. Teachers' ratings of student interpersonal attractiveness were significantly correlated with the level of student depression, internalizing problems, externalizing problems, and overall psychopathology. However, teachers' ratings of personal rejection toward students only correlated with externalizing behavior problems. Family income was also related to child adjustment and teacher ratings. Externalizing behavior problems best predicted both lower interpersonal attractiveness and increased personal rejection, even after controlling for family income. Copyright 1999 Academic Press.  相似文献   

12.
The goals of the present investigation were to provide basic psychometric information about the use of the Preschool and Kindergarten Behavior Scales (PKBS: Merrill, 1994) with a sample of normally-developing preschool children, to assess agreement between parent and teacher ratings of children on this instrument, and to assess concurrent, criterion-related validity of these instruments in terms of their relations with observations of children's behavior in the classroom. Parents and teachers of 47 preschool children completed the scales and these children were observed naturalistically in the classroom setting. Overall, agreement between parents and teachers was modest (-.09 to .38). Cross-informant correlations were poor (-.09 to .27) for social skills, low (.15 to .36) for internalizing behaviors, and modest (.29 to .38) for externalizing behavior. Both parents and teachers rated boys as having more externalizing behavior problems than girls. Parents perceived their children to have more externalizing, and more overall, behavior problems than did teachers. In general, teacher reports, but not parent reports, were significantly associated with children's independently observed goal-directed activity, sustained attention, inappropriate behavior, peer affiliation, expressed negative affect, and proximity to a teacher in the classroom. Results argue for the clinical utility of the PKBS for teacher-report assessment of child behavior problems and social skills in the preschool years, and suggest the need for cross-contextual assessment. Also, it is clear that children's behavioral and social competence are crucial for optimal functioning in the preschool setting.  相似文献   

13.
Hay DF  Pawlby S 《Child development》2003,74(5):1314-1327
The study tested whether children's prosocial behavior was negatively or positively related to children's and mothers' psychological problems. Participants were 149 London families when mothers were pregnant and followed up in infancy and at ages 4 and 11. Children's cooperation at 4 and general prosocial tendencies at 11 were negatively associated with externalizing problems but unrelated to internalizing problems. A subgroup of children who were more prosocial than average expressed clinically significant worries about family members. Maternal depression decreased prosocial behavior in the eyes of adults, but children of depressed mothers saw themselves to be prosocial. Early cooperation protected children against later risk for externalizing problems, even when their early behavioral problems were taken into account.  相似文献   

14.
This study examined whether children's cognitive appraisal biases moderate the impact of stressful divorce-related events on psychological adjustment in 355 children ages 9 to 12, whose families had experienced divorce within the past 2 years. Multiple regression indicated that endorsement of negative cognitive errors for hypothetical divorce events moderates the relations between stressful divorce events and self- and maternal reports of internalizing and externalizing symptoms, but only for older children. Positive illusions buffer the effects of stressful divorce events on child-reported depression and mother-reported externalizing problems. Implications of these results for theories of stress and coping, as well as for interventions for children of divorced families, are discussed.  相似文献   

15.
The longitudinal contributions of emotion regulation and emotion lability‐negativity to internalizing symptomatology were examined in a low‐income sample (171 maltreated and 151 nonmaltreated children, from age 7 to 10 years). Latent difference score models indicated that for both maltreated and nonmaltreated children, emotion regulation was a mediator between emotion lability‐negativity and internalizing symptomatology, whereas emotion lability‐negativity was not a mediator between emotion regulation and internalizing symptomatology. Early maltreatment was associated with high emotion lability‐negativity (age 7) that contributed to poor emotion regulation (age 8), which in turn was predictive of increases in internalizing symptomatology (from age 8 to 9). The results imply important roles of emotion regulation in the development of internalizing symptomatology, especially for children with high emotion lability‐negativity.  相似文献   

16.
This longitudinal study tested the role of children's appraisals of threat and self-blame as mediators of the association between interparental conflict and child adjustment in a sample of 298 Welsh children ages 11 to 12 years. Exposure to higher levels of interparental conflict at Time 1 predicted greater perceived threat and self-blame at Time 2, after accounting for the effects of Time 1 adjustment and appraisals on later appraisals. Perceived threat in turn was associated with increased internalizing problems at Tune 2, and self-blame was associated with higher externalizing problems. The pattern of results was largely consistent for child and parent reports of conflict and for boys and girls, though some gender differences were found in associations between appraisals and adjustment.  相似文献   

17.
Relations between self-reported parental reactions to children's negative emotions (PNRs) and children's socially appropriate/problem behavior and negative emotionality were examined longitudinally. Evidence was consistent with the conclusion that relations between children's externalizing (but not internalizing) emotion and parental punitive reactions to children's negative emotions are bidirectional. Reports of PNRs generally were correlated with low quality of social functioning. In structural models, mother-reported problem behavior at ages 10-12 was at least marginally predicted from mother-reported problem behavior, children's regulation, and parental punitive or distress reactions. Moreover, parental distress and punitive reactions at ages 6-8 predicted reports of children's regulation at ages 8-10, and regulation predicted parental punitive reactions at ages 10-12. Father reports of problem behavior at ages 10-12 were predicted by earlier problem behavior and parental distress or punitive reactions; some of the relations between regulation and parental reactions were similar to those in the models for mother-reported problem behavior. Parental perceptions of their reactions were substantially correlated over 6 years. Some nonsupportive reactions declined in the early to mid-school years, but all increased into late childhood/early adolescence.  相似文献   

18.
Individual and family characteristics that predict resilience among children exposed to domestic violence (DV) were examined. Mother–child dyads ( n  =   190) were assessed when the children were 2, 3, and 4 years of age. DV-exposed children were 3.7 times more likely than nonexposed children to develop internalizing or externalizing problems. However, 54% of DV-exposed children maintained positive adaptation and were characterized by easy temperament (odds ratio [OR] = .39, d  = .52) and nondepressed mothers (OR = 1.14, d  = .07), as compared to their nonresilient counterparts. Chronic DV was associated with maternal depression, difficult child temperament, and internalizing or externalizing symptoms. Results underscore heterogeneous outcomes among DV-exposed children and the influence of individual and family characteristics on children's adaptation.  相似文献   

19.
This study explored the relation between measures of emotional competence, behavioral regulation, and general social competence and African-American preschoolers' peer acceptance and popularity. These children came from both lower and middle income families. Data were collected in a short-term longitudinal study following children over the course of a school year. Gender, emotion knowledge, emotion regulation, and themes of violence in response to hypothetical situations of interpersonal conflict were strongly related to peer acceptance. The results are consistent with findings from middle-class Caucasian samples. The results also highlight the importance of potential influences of context and setting on children's peer status as well as the need for greater understanding of within- group variability with regard to these constructs. Given the growing evidence that peer relationships are related in important ways to children's school adjustment, understanding the development of positive peer relationships may help shed light on ways to help children achieve at more optimal levels in the school context.  相似文献   

20.
The longitudinal relations of emotion regulation profiles to temperament and adjustment in a community sample of preadolescents (N=196, 8-11 years at Time 1) were investigated using person-oriented latent profile analysis (LPA). Temperament, emotion regulation, and adjustment were measured at 3 different time points, with each time point occurring 1 year apart. LPA identified 5 frustration and 4 anxiety regulation profiles based on children's physiological, behavioral, and self-reported reactions to emotion-eliciting tasks. The relation of effortful control to conduct problems was mediated by frustration regulation profiles, as was the relation of effortful control to depression. Anxiety regulation profiles did not mediate relations between temperament and adjustment.  相似文献   

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