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Feeney K, Pintos Lobo R, Hare MM, Morris SSJ, Laird AR, Musser ED. Parental Deprivation- and Threat-Based Factors Associated with Youth Emotion-Based Neurocircuitry and Externalizing Behavior: A Systematic Review. Res Child Adolesc Psychopathol 2024; 52:311-323. [PMID: 37831222 DOI: 10.1007/s10802-023-01138-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/02/2023] [Indexed: 10/14/2023]
Abstract
Parental factors, including negative parenting practices (e.g., family conflict, low monitoring), parental depression, and parental substance use, are associated with externalizing behaviors among youth. However, the ways in which these parental factors are associated with youth brain function and consequent externalizing behavior has been less studied. Both the dimensional and stress acceleration models provide frameworks for understanding how parental factors may be associated with frontolimbic and frontoparietal networks implicated in emotional attention and regulation processes. The current review builds upon this work by examining how deprivation- and threat-based parental factors are associated with youth neurocircuitry involved in emotional functioning and externalizing behaviors. A systematic review using PRISMA guidelines was completed and included five studies assessing parenting behaviors, six studies assessing parental depressive symptoms and/or diagnosis, and 12 studies assessing parental history of substance use. Synthesis of reviewed studies discusses support for the dimensional and stress acceleration models within the context of deprivation and threat. Further, a limited number of studies tested (i.e., six studies) and supported (i.e., three studies) youth neural structure and function as a mediator of the association between parental factors and youth externalizing behavior. Specific recommendations for future work include more deliberate planning related to sample composition, improved clarity related to parental constructs, consistency in methodology, and longitudinal study design in order to better understand associations between contextual parental influences and youth neural and behavioral functioning.
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Affiliation(s)
- Kathleen Feeney
- Department of Psychology, Florida International University, Miami, FL, USA.
| | | | - Megan M Hare
- Department of Psychology, Florida International University, Miami, FL, USA
| | | | - Angela R Laird
- Department of Physics, Florida International University, Miami, FL, USA
| | - Erica D Musser
- Department of Psychology, Florida International University, Miami, FL, USA
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2
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DeBaylo P, Michel JS. Identifying energy and emotion-based conflict: Development of a refined work-life conflict scale. Stress Health 2022; 38:961-977. [PMID: 35344619 DOI: 10.1002/smi.3148] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/13/2021] [Revised: 02/22/2022] [Accepted: 03/24/2022] [Indexed: 12/16/2022]
Abstract
While work-family conflict, and more broadly work-life conflict, has traditionally been conceptualized through the dimensions of time, strain, and behaviour, an expansion of these dimensions should prove advantageous for measurement and comprehension. Specifically, energy and emotion-based conflict have been cited as possible factors that would be beneficial to the measurement of work-life conflict. While these forms of conflict have been discussed as viable areas of expansion in the work-life conflict literature, there has yet to be a systematic empirical attempt to include both energy and emotion as their own distinct dimensions. In the present research, items were identified and/or created to represent energy and emotion-based forms of conflict to explore their feasibility in work-life conflict measurement. Energy and emotion were identified as distinct dimensions of work-life conflict through four studies of construct validation. Collectively, a four-factor solution of time, behaviour, energy, and emotion was supported. Multi-wave data indicated that energy and emotion-based conflicts were incrementally predictive of outcomes, including job satisfaction and job-related burnout, above and beyond other measures. By combining and expanding existing literature to include energy and emotion as independent dimensions, this research creates a more encompassing scale that more comprehensively represents the construct of work-life conflict.
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Affiliation(s)
- Paige DeBaylo
- Thought Leadership, National Safety Council, Itasca, Illinois, USA
| | - Jesse S Michel
- Department of Psychological Sciences, Auburn University, Auburn, Alabama, USA
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3
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Phillips ML, Schmithorst VJ, Banihashemi L, Taylor M, Samolyk A, Northrup JB, English GE, Versace A, Stiffler RS, Aslam HA, Bonar L, Panigrahy A, Hipwell AE. Patterns of Infant Amygdala Connectivity Mediate the Impact of High Caregiver Affect on Reducing Infant Smiling: Discovery and Replication. Biol Psychiatry 2021; 90:342-352. [PMID: 34130856 PMCID: PMC8364485 DOI: 10.1016/j.biopsych.2021.03.026] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 02/13/2021] [Accepted: 03/21/2021] [Indexed: 02/08/2023]
Abstract
BACKGROUND Behavioral research indicates that caregiver mood disorders and emotional instability in the early months following childbirth are associated with lower positive emotionality and higher negative emotionality in infants, but the neural mechanisms remain understudied. METHODS Using resting-state functional connectivity as a measure of the functional architecture of the early infant brain, we aimed to determine the extent to which connectivity between the amygdala, a key region supporting emotional learning and perception, and large-scale neural networks mediated the association between caregiver affect and anxiety and early infant negative emotionality and positive emotionality. Two samples of infants (first sample: n = 58; second sample: n = 31) 3 months of age underwent magnetic resonance imaging during natural sleep. RESULTS During infancy, greater resting-state functional connectivity between the amygdala and the salience network and, to a lesser extent, lower amygdala and executive control network resting-state functional connectivity mediated the effect of greater caregiver postpartum depression and trait anxiety on reducing infant smiling (familywise error-corrected p < .05). Furthermore, results from the first sample were replicated in the second, independent sample, to a greater extent for caregiver depression than for caregiver anxiety. CONCLUSIONS We provide evidence of early objective neural markers that can help identify infants who are more likely to be at risk from, versus those who might be protected against, the deleterious effects of caregiver depression and anxiety and reduced positive emotionality.
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Affiliation(s)
- Mary L. Phillips
- University of Pittsburgh School of Medicine, Department of Psychiatry, Pittsburgh, PA
| | - Vincent J. Schmithorst
- UPMC Children’s Hospital of Pittsburgh, Department of Pediatric Radiology, Pittsburgh, PA
| | - Layla Banihashemi
- University of Pittsburgh School of Medicine, Department of Psychiatry, Pittsburgh, PA
| | | | | | - Jessie B. Northrup
- University of Pittsburgh School of Medicine, Department of Psychiatry, Pittsburgh, PA
| | | | - Amelia Versace
- University of Pittsburgh School of Medicine, Department of Psychiatry, Pittsburgh, PA
| | | | | | - Lisa Bonar
- University of Pittsburgh School of Medicine, Department of Psychiatry, Pittsburgh, PA
| | - Ashok Panigrahy
- UPMC Children’s Hospital of Pittsburgh, Department of Pediatric Radiology, Pittsburgh, PA
| | - Alison E. Hipwell
- University of Pittsburgh School of Medicine, Department of Psychiatry, Pittsburgh, PA
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4
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White AS, Sirota KM, Frohn SR, Swenson SE, Rudasill KM. Temperamental Constellations and School Readiness: A MultiVariate Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 18:E55. [PMID: 33374772 PMCID: PMC7795607 DOI: 10.3390/ijerph18010055] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 12/15/2020] [Accepted: 12/21/2020] [Indexed: 11/16/2022]
Abstract
This study uses canonical correlation analyses to explore the relationship between multiple predictors of school readiness (i.e., academic readiness, social readiness, and teacher-child relationship) and multiple temperamental traits using data from the second wave (age 54 months, n = 1226) of the longitudinal Study of Early Child Care and Youth Development (SECCYD; NICHD ECCRN 1993). This longitudinal study collected data on a large cohort of children and their families from birth through age 15. For academic readiness, only one temperamental constellation emerged, representing the construct of effortful control (i.e., high attentional focusing, high inhibitory control). For peer interactions, two significant constellations emerged: "dysregulated" (low inhibitory control, low shyness, and high activity), and "withdrawn" (high shyness, low inhibitory control, low attentional focusing). Finally, the analyses exploring child-teacher relationships revealed two significant constellations: "highly surgent" (high activity, low inhibitory control, low shyness) and "emotionally controlled" (low anger/frustration and high inhibitory control). Results of this study form a more nuanced exploration of relationships between temperamental traits and indicators of school readiness than can be found in the extant literature, and will provide the groundwork for future research to test specific hypotheses related to the effect temperamental constellations have on children's school readiness.
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Affiliation(s)
- Andrew S. White
- Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE 68588, USA; (A.S.W.); (K.M.S.); (S.E.S.)
| | - Kate M. Sirota
- Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE 68588, USA; (A.S.W.); (K.M.S.); (S.E.S.)
| | | | - Sara E. Swenson
- Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE 68588, USA; (A.S.W.); (K.M.S.); (S.E.S.)
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5
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Korbut S, Hedley D, Chetcuti L, Sahin E, Nuske HJ. Temperament predicts challenging behavior in children with autism spectrum disorder at age 5. RESEARCH IN AUTISM SPECTRUM DISORDERS 2020; 71:101492. [PMID: 35633756 PMCID: PMC9137884 DOI: 10.1016/j.rasd.2019.101492] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND Challenging behaviors during early childhood have a significant impact on cognitive and social development. The present study aimed to identify the developmental predictors of these behaviors in preschool aged children with Autism Spectrum Disorder (ASD) at 2-year follow-up. We examined temperament, which has been identified as key to emotion regulation in typical development, as well as developmental level and ASD symptom severity, as potential predictors of parent-reported challenging behavior. METHOD Forty-three parents of preschool aged children with ASD from a previous study were invited to participate. Data from 26 children with ASD aged 4-6 years (M = 5, SD = .60) were available for follow-up analyses. Developmental level, ASD symptom severity, and temperamental difficulty at baseline were considered as potential predictors of frequency and severity of challenging behavior at follow-up. RESULTS Baseline negative affectivity was uniquely predictive of frequency of challenging behavior at follow-up. Although no individual variable was identified as a unique predictor of variance, the combined effects of temperament were predictive of the severity of challenging behavior at follow-up, contributing to 46 % of variance in scores. CONCLUSIONS These findings highlight the potential impact of emotion-regulation related aspects of temperament on later emerging challenging behavior in young children with ASD, suggesting opportunities for early intervention. Results also identified a role for developmental level in the severity of challenging behavior, but suggest that the effect may be metered by temperament.
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Affiliation(s)
- Siobhan Korbut
- Olga Tennison Autism Research Centre, La Trobe University, VIC, Australia
| | - Darren Hedley
- Olga Tennison Autism Research Centre, La Trobe University, VIC, Australia
| | - Lacey Chetcuti
- Olga Tennison Autism Research Centre, La Trobe University, VIC, Australia
| | - Ensu Sahin
- Olga Tennison Autism Research Centre, La Trobe University, VIC, Australia
| | - Heather J. Nuske
- Penn Center for Mental Health, University of Pennsylvania, PA, USA
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6
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Kwon K, Teer JE, Maurice SA, Matejka CM. Self‐report of emotional experience and peer nominations of expressivity: Predictability of change in teacher‐rated social behavior. SOCIAL DEVELOPMENT 2019. [DOI: 10.1111/sode.12429] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Kyongboon Kwon
- Department of Educational Psychology University of Wisconsin‐Milwaukee Milwaukee WI USA
| | - JaNae E. Teer
- Department of Educational Psychology University of Wisconsin‐Milwaukee Milwaukee WI USA
| | - Samuel A. Maurice
- Department of Educational Psychology University of Wisconsin‐Milwaukee Milwaukee WI USA
| | - Cassandra M. Matejka
- Department of Educational Psychology University of Wisconsin‐Milwaukee Milwaukee WI USA
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7
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Schmidt A, Dirk J, Schmiedek F. The importance of peer relatedness at school for affective well‐being in children: Between‐ and within‐person associations. SOCIAL DEVELOPMENT 2019. [DOI: 10.1111/sode.12379] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Affiliation(s)
- Andrea Schmidt
- DIPF
- Leibniz Institute for Research and Information in Education Frankfurt am Main Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA) Frankfurt am Main Germany
| | - Judith Dirk
- DIPF
- Leibniz Institute for Research and Information in Education Frankfurt am Main Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA) Frankfurt am Main Germany
| | - Florian Schmiedek
- DIPF
- Leibniz Institute for Research and Information in Education Frankfurt am Main Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA) Frankfurt am Main Germany
- Department of Psychology and Sport Sciences Goethe‐University Frankfurt am Main Germany
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8
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Rich BA, Shiffrin ND, Cummings CM, Zarger MM, Berghorst L, Alvord MK. Resilience-Based Intervention with Underserved Children: Impact on Self-Regulation in a Randomized Clinical Trial in Schools. Int J Group Psychother 2019; 69:30-53. [PMID: 38449213 DOI: 10.1080/00207284.2018.1479187] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Resilience and emotion regulation are crucial for optimal psychosocial functioning in children. This study assessed whether a group-based intervention, the Resilience Builder Program (RBP), improved student report of emotion regulation when administered in elementary schools. Sixty-seven students aged 9-12 years (M = 10.50, SD =.74; 82.1% male, 98.5% ethnic/racial minority) were randomly assigned to receive the RBP intervention immediately or following a semester delay. Participants reported their emotional control using the How I Feel scale. Students who received the RBP reported a significant increase in their emotional control and a significant decrease in negative emotion compared to those students in the delayed treatment sample who had not yet received the intervention. Further, students indicated a strongly positive perception of the therapy.
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9
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Brieant A, Holmes CJ, Maciejewski D, Lee J, Deater-Deckard K, King-Casas B, Kim-Spoon J. Positive and Negative Affect and Adolescent Adjustment: Moderation Effects of Prefrontal Functioning. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2018; 28:40-55. [PMID: 29460348 PMCID: PMC5823022 DOI: 10.1111/jora.12339] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/26/2023]
Abstract
We examined whether cognitive control moderates the effects of emotion on adolescent internalizing and externalizing symptomatology in a longitudinal study of 138 adolescents. Self-reported positive affect (PA) and negative affect and behavioral and neural indicators of cognitive control, indexed by performance and prefrontal hemodynamic response during a cognitive interference task, were collected at Time 1. Self-reported internalizing and externalizing symptomatology were collected at Time 1 and Time 2 (1 year later). Results indicated that higher PA predicted decreases in externalizing symptomatology, but only for adolescents with poor neural cognitive control. No moderation effects were found for behavioral cognitive control. Findings imply the beneficial effects of PA on the development of externalizing problems among adolescents with poor prefrontal functioning.
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Affiliation(s)
| | | | - Dominique Maciejewski
- GGZ ingest, Amsterdam Public Health research institute, VU University Medical Center, Amsterdam, The Netherlands
- Department of Psychiatry, Amsterdam Public Health research institute, VU University Medical Center, Amsterdam, The Netherlands
| | - Jacob Lee
- Virginia Tech Carilion Research Institute, Roanoke, VA
| | - Kirby Deater-Deckard
- Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, MA
| | - Brooks King-Casas
- Department of Psychology, Virginia Tech, Blacksburg, VA
- Virginia Tech Carilion Research Institute, Roanoke, VA
- Department of Psychiatry, Virginia Tech Carilion School of Medicine, Roanoke, VA
- Virginia Tech – Wake Forest School of Biomedical Engineering and Sciences, Blacksburg, VA
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10
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Assessing emotion regulation repertoires: The Regulation of Emotion Systems Survey. PERSONALITY AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.paid.2017.07.018] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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11
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Hernández MM, Eisenberg N, Valiente C, Spinrad TL, Berger RH, VanSchyndel SK, Thompson MS, Southworth J, Silva KM. Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergarteners' Adjustment. EARLY EDUCATION AND DEVELOPMENT 2017; 29:1-13. [PMID: 29795975 PMCID: PMC5962289 DOI: 10.1080/10409289.2017.1364946] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
UNLABELLED Positive emotional expressivity has been associated with increased social competence and decreased maladjustment in childhood. However, a few researchers have found null or even positive associations between positive emotional expressivity and maladjustment, which suggests that there may be nuanced associations of positive expressivity, perhaps as a function of the social context in which it is expressed. We examined whether observed positive emotional expressivity balance across peer-oriented/recreational and learning contexts predicted kindergarten children's adjustment (N = 301). RESEARCH FINDINGS Higher positive expressivity during lunch/recess compared to positive expressivity in the classroom was associated with lower teacher-student conflict, externalizing behaviors, and depressive symptoms. In addition, overall positive emotional expressivity predicted lower externalizing behaviors as well as lower depressive and anxiety symptoms. PRACTICE OR POLICY The results suggest the importance of assessing observed positive emotional expressivity in context as a potential indicator of children's maladjustment risk and the need for children to adapt their emotions to different contexts. Implications for assessing and supporting positive emotional expression balance and training emotional regulation in school are discussed.
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Tracy L Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Rebecca H Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | | | - Marilyn S Thompson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Kassondra M Silva
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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12
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Urbain-Gauthier N, Wendland J. Mother-child interactions in young children with excessive physical aggression and in typically developing young children. Clin Child Psychol Psychiatry 2017; 22:467-482. [PMID: 28395529 DOI: 10.1177/1359104517698009] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Among the multiple risk factors, the emergence of conduct problems in young children may be linked to harsh parenting and child's temperamental difficulties, leading to a reciprocal early discordant relationship. Little is known about the characteristics of early parent-child interactions in young children with physical aggression. OBJECTIVE The purpose of the current study was to evaluate the characteristics of mother-child interactions in dyads referred for excessive physical aggression in young children under 5 years of age compared to mother-child interactions in typically developing young children. METHOD Mother-child interactions were assessed during a free-play session in both a clinical sample ( N = 70, child mean age = 3.5 years) and a nonclinical sample ( N = 80, child mean age = 3.5 years) by using the Rating Scale of Interaction Style (Clark and Seifer, adapted by Molitor and Mayes). RESULTS Significant differences were found between several interactive features in clinical and nonclinical dyads. In clinical dyads, mothers' behaviors were often characterized by intrusiveness and criticism toward children, and poor facilitative positioning. Children with excessive aggressive behavior often displayed poor communication, initiation of bids, and poor responsiveness toward the mother. They displayed fewer sustained bouts of play than typically developing children did. In clinical dyads, strong positive correlations were found between child responsiveness and maternal interest in engagement ( r = .41, p < .001), while the child displaying sustained bouts of play was negatively correlated with the mother's attempts to intrude on the child's activity ( r = .64, p < .05). CONCLUSIONS These data show that children with excessive aggressive behavior develop disrupted mother-infant interactions from a very young age. Several negative interactive features and correlations between child behavior and maternal behavior were found in clinical samples. The effects of these features add up and probably strengthen each other, thus leading to interactive difficulties from a very young age. More attention should be paid to early parent-child interactions in case of child behavioral problems. The recognition of these interactive dysfunctions is discussed in terms of clinical implications for therapeutic interventions.
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Affiliation(s)
- Nadine Urbain-Gauthier
- Laboratoire de Psychopathologie et Processus de Santé, Institut de Psychologie, Paris Descartes University, France
| | - Jaqueline Wendland
- Laboratoire de Psychopathologie et Processus de Santé, Institut de Psychologie, Paris Descartes University, France
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13
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Hernández MM, Eisenberg N, Valiente C, Spinrad TL, VanSchyndel SK, Diaz A, Silva KM, Berger RH, Southworth J. Observed Emotions as Predictors of Quality of Kindergartners' Social Relationships. SOCIAL DEVELOPMENT 2017; 26:21-39. [PMID: 29861553 DOI: 10.1111/sode.12179] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners (N = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spring term. In structural equation models, positive emotion frequency, but not positive emotion intensity, was positively related to peer acceptance and negatively related to peer rejection. In contrast, the frequency of anger provided unique positive prediction of teacher-student conflict and negative prediction of peer acceptance. Furthermore, anger intensity negatively predicted teacher-student closeness and positively predicted teacher-student conflict. Implications for promoting social relationships in school are discussed.
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14
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Edwards ES, Holzman JB, Burt NM, Rutherford HJV, Mayes LC, Bridgett DJ. Maternal Emotion Regulation Strategies, Internalizing Problems and Infant Negative Affect. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017; 48:59-68. [PMID: 28785122 PMCID: PMC5544023 DOI: 10.1016/j.appdev.2016.12.001] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Recent work has identified links between mothers' self-regulation and emotion regulation (ER) and children's social-emotional outcomes. However, associations between maternal ER strategies (e.g., reappraisal, suppression), known to influence internalizing problems in adults, and children's negative affect (NA) have not been considered. In the current study, the direct and indirect relationships, through maternal internalizing problems, between maternal use of ER strategies and infant NA are examined. The potential effects of infant NA on maternal internalizing difficulties are also considered. Ninety-nine mothers and their infants participated across three time points during the first year postpartum. Higher maternal suppression was indirectly related to higher infant NA, through maternal internalizing problems; lower maternal reappraisal also was indirectly related to higher infant NA through maternal internalizing problems. Infant NA at four months postpartum was related to mothers' internalizing problems 6 months postpartum. The implications of these findings for future research and intervention are discussed.
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15
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Thorell LB, Sjöwall D, Diamatopoulou S, Rydell AM, Bohlin G. Emotional functioning, ADHD symptoms, and peer problems: A longitudinal investigation of children age 6-9.5 years. INFANT AND CHILD DEVELOPMENT 2016. [DOI: 10.1002/icd.2008] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Lisa B. Thorell
- Department of Clinical Neuroscience and Stockholm Brain Institute; Karolinska Institutet; Stockholm Sweden
| | - Douglas Sjöwall
- Department of Clinical Neuroscience and Stockholm Brain Institute; Karolinska Institutet; Stockholm Sweden
| | - Sofia Diamatopoulou
- Department of Basic Psychology and Methodology; University of Murcia; Murcia Spain
| | | | - Gunilla Bohlin
- Department of Psychology; Uppsala University; Uppsala Sweden
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16
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Ciucci E, Baroncelli A, Grazzani I, Ornaghi V, Caprin C. Emotional Arousal and Regulation: Further Evidence of the Validity of the "How I Feel" Questionnaire for Use With School-Age Children. THE JOURNAL OF SCHOOL HEALTH 2016; 86:195-203. [PMID: 26830506 DOI: 10.1111/josh.12370] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/12/2014] [Revised: 07/06/2015] [Accepted: 04/09/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND The ability to understand and manage emotional experience is critical to children's health. This study confirmed the validity of the How I Feel (HIF) Questionnaire, a measure of children's emotional arousal and regulation, exploring its associations with measures of emotional and social functioning. METHODS The sample was comprised of 1379 Italian students (aged 8 to 12 years) who attended schools interested in the study aims. Participants completed the 30-item HIF scale, and measures of emotional self-efficacy and social desirability (SD). Factor structures were assessed using confirmatory factor analysis. Invariance by age and gender, internal consistency, temporal stability, and concurrent validity were also tested. RESULTS A 3-factor model was identified: frequency and intensity of (1) positive emotion--PE (8 items, α = .82), (2) negative emotion--NE (12 items, α = .86), and (3) positive and negative emotion control--EC (10 items, α = .77). This factor structure was invariant across age and gender groups. The HIF displayed moderate longitudinal stability over a 15-month period and a low social desirability effect. Positive emotion was positively associated with social acceptance and visibility, and negatively with social withdrawal. CONCLUSIONS The HIF is a reliable and valid measure for research and school intervention promoting students' emotional and mental health.
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Affiliation(s)
- Enrica Ciucci
- Department of Education and Psychology, University of Florence, Via di San Salvi, 12 Complesso di San Salvi Padiglione 26, 50135 Florence, Italy.
| | - Andrea Baroncelli
- Department of Health Sciences, University of Florence, Via di San Salvi, 12 Complesso di San Salvi Padiglione 26, 50135 Florence, Italy.
| | - Ilaria Grazzani
- Department of Human Sciences 'R. Massa', University of Milano-Bicocca, Piazza dell'Ateneo Nuovo, 1, 20126 Milan, Italy.
| | - Veronica Ornaghi
- Department of Human Sciences 'R. Massa', University of Milano-Bicocca, Piazza dell'Ateneo Nuovo, 1, 20126 Milan, Italy.
| | - Claudia Caprin
- Department of Psychology, University of Milano-Bicocca, Piazza dell'Ateneo Nuovo, 1, 20126, Milan, Italy.
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Diaz A, Eisenberg N, Valiente C, VanSchyndel S, Spinrad TL, Berger R, Hernandez MM, Silva KM, Southworth J. Relations of Positive and Negative Expressivity and Effortful Control to Kindergarteners' Student-Teacher Relationship, Academic Engagement, and Externalizing Problems at School. JOURNAL OF RESEARCH IN PERSONALITY 2015; 67:3-14. [PMID: 28584388 DOI: 10.1016/j.jrp.2015.11.002] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The current study examined the role of naturally-occurring negative and positive emotion expressivity in kindergarten and children's effortful control (EC) on their relationships with teachers, academic engagement, and problems behaviors in school. Further, the potential moderating role of EC on these important school outcomes was assessed. Emotion and engagement were observed at school. EC was assessed by multiple methods. Teachers reported on their student-teacher relationships and student's externalizing behaviors. Children's emotion expressivity and EC were related to engagement and relationships with teachers as well as behavioral problems at school. Children low in EC may be particularly vulnerable to the poor outcomes associated with relatively intense emotion expressivity as they struggle to manage their emotions and behaviors in the classroom.
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Affiliation(s)
- Anjolii Diaz
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Nancy Eisenberg
- Department of Psychology, Arizona State University, P.O. Box 871104, Tempe, AZ 85287-1104 USA
| | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Sarah VanSchyndel
- Department of Psychology, Arizona State University, P.O. Box 871104, Tempe, AZ 85287-1104 USA
| | - Tracy L Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Rebecca Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Maciel M Hernandez
- Department of Psychology, Arizona State University, P.O. Box 871104, Tempe, AZ 85287-1104 USA
| | - Kassondra M Silva
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
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Hernández MM, Eisenberg N, Valiente C, Spinrad TL, VanSchyndel SK, Diaz A, Berger RH, Silva KM, Southworth J, Piña AA. Observed emotion frequency versus intensity as predictors of socioemotional maladjustment. Emotion 2015. [PMID: 26214568 DOI: 10.1037/emo0000099] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The purpose of this study was to assess whether observed emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted kindergartners' (N = 301) internalizing and externalizing problems. Analyses were tested in a structural equation modeling (SEM) framework with data from multireporters (reports of problem behaviors from teachers and parents) and naturalistic observations of emotion in the fall semester. For observed positive emotion, both frequency and intensity negatively predicted parent- or teacher-reported internalizing symptoms. Anger frequency positively predicted parent- and teacher-reported externalizing symptoms, whereas anger intensity positively predicted parent- and teacher-reported externalizing and parent-reported internalizing symptoms. The findings support the importance of examining both aspects of emotion when predicting maladjustment.
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Tracy L Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | | | - Anjolii Diaz
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Rebecca H Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Kassondra M Silva
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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Focusing on the positive: a review of the role of child positive affect in developmental psychopathology. Clin Child Fam Psychol Rev 2015; 17:97-124. [PMID: 24323039 DOI: 10.1007/s10567-013-0162-y] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
This review proposes a transactional model of child positive affect (PA) to reflect the ways that PA, in various contexts, may confer both risk and protection for psychosocial adjustment. Though research has largely explored the ways that low PA relates to maladjustment in youth, much less research has focused on the ways that PA can facilitate adjustment, particularly under conditions of risk. Yet, theory suggests that a greater emphasis on PA as a protective factor is an important endeavor in developmental psychopathology research; such conceptual issues are explored in this review. This review also seeks to spur a more nuanced approach to the study of child PA through the use of increased multi-method, longitudinal assessments as well as the consideration of contextual factors. Building upon this research base is important for aiding in the development of intervention and prevention efforts that attempt to promote positive psychosocial development and mitigate the course of psychopathology in youth at risk for PA difficulties.
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Abstract
The present study sought to further specify conceptual models of youth positive affect (PA) by examining mothers' observed PA as a mediator of the relation between family risk (based on maternal reports of demographic factors) and children's PA in a sample of 82 mothers (M = 31.25 years, SD = 6.16) and their preschool-aged children (M = 3.51 years, SD = .49, 63.00% boys). Results yielded a significant, negative correlation between family risk and child PA. Mediation analyses indicated that family risk was related to child PA through its effects on maternal PA, even after controlling for maternal depression symptoms. Findings suggest that family risk and maternal PA are important factors to consider in understanding preschoolers' PA development. Identifying children at risk for developing PA difficulties can aid in the implementation of prevention and intervention strategies for promoting young children's PA specifically, and their psychosocial functioning more broadly.
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Trait positive affect is associated with hippocampal volume and change in caudate volume across adolescence. COGNITIVE AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2014; 15:80-94. [DOI: 10.3758/s13415-014-0319-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
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Morris N, Keane S, Calkins S, Shanahan L, O’Brien M. Differential Components of Reactivity and Attentional Control Predicting Externalizing Behavior. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2014; 35:121-127. [PMID: 27076694 PMCID: PMC4827267 DOI: 10.1016/j.appdev.2014.02.002] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
- N. Morris
- Department of Psychology, The University of North Carolina at Greensboro, PO Box 26170, Greensboro, NC 27402 USA, Phone +1(404) 944-2669; Fax +1(336) 256-0029
| | - S. Keane
- Department of Psychology, The University of North Carolina at Greensboro, PO Box 26170, Greensboro, NC 27402 USA, Phone +1(404) 944-2669; Fax +1(336) 256-0029
| | - S. Calkins
- Department of Psychology, The University of North Carolina at Greensboro, PO Box 26170, Greensboro, NC 27402 USA, Phone +1(404) 944-2669; Fax +1(336) 256-0029
| | - L. Shanahan
- Department of Psychology, The University of North Carolina at Greensboro, PO Box 26170, Greensboro, NC 27402 USA, Phone +1(404) 944-2669; Fax +1(336) 256-0029
| | - M. O’Brien
- Department of Psychology, The University of North Carolina at Greensboro, PO Box 26170, Greensboro, NC 27402 USA, Phone +1(404) 944-2669; Fax +1(336) 256-0029
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Bridgett DJ, Burt NM, Laake LM, Oddi KB. Maternal self-regulation, relationship adjustment, and home chaos: contributions to infant negative emotionality. Infant Behav Dev 2013; 36:534-47. [PMID: 23748168 PMCID: PMC3786036 DOI: 10.1016/j.infbeh.2013.04.004] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2012] [Revised: 02/22/2013] [Accepted: 04/30/2013] [Indexed: 10/26/2022]
Abstract
There has been increasing interest in the direct and indirect effects of parental self-regulation on children's outcomes. In the present investigation, the effects of maternal self-regulation, home chaos, and inter-parental relationship adjustment on broad and specific indicators of infant negative emotionality (NE) were examined. A sample of maternal caregivers and their 4-month-old infants (N = 85) from a rural community participated. Results demonstrated that better maternal self-regulation was associated with lower infant NE broadly, as well as with lower infant sadness and distress to limitations/frustration and better falling reactivity (i.e., emotion regulation), specifically. Maternal self-regulation also predicted less chaotic home environments and better maternal inter-parental relationship adjustment. Findings also supported the indirect effects of maternal self-regulation on broad and specific indicators of infant NE through home chaos and maternal relationship adjustment. Some differential effects were also identified. Elevated home chaos appeared to specifically affect infant frustration/distress to limitations whereas maternal relationship adjustment affected broad infant NE, as well as several specific indicators of infant NE: frustration/distress to limitations, sadness, and falling reactivity. In conjunction with other recent investigations that have reported the effects of maternal self-regulation on parenting, the findings in the present investigation suggest that parental self-regulation may influence children's outcomes through several proximal environmental pathways.
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Affiliation(s)
- David J Bridgett
- Department of Psychology, Northern Illinois University, United States.
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Kotelnikova Y, Olino TM, Mackrell SVM, Jordan PL, Hayden EP. Structure of observed temperament in middle childhood. JOURNAL OF RESEARCH IN PERSONALITY 2013; 47. [PMID: 24293740 DOI: 10.1016/j.jrp.2013.04.013] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Although much is known about the structure of adult temperament and personality, significantly less is known about the structure of child temperament. We examined the structure of child temperament in 205 seven-year-olds using observational measures. Exploratory factor analysis identified factors representing positive emotionality/sociability, disinhibition/anger, fear/behavioral inhibition, and sadness. The predictive validity of these dimensions was evaluated by examining their associations with children's internalizing and externalizing symptoms: positive emotionality/sociability showed positive associations with ADHD symptoms, disinhibition/anger showed positive associations with externalizing symptoms, fear/behavioral inhibition showed negative associations with ADHD and CD symptoms, and sadness showed positive associations with both internalizing and externalizing problems. These associations were consistent with extant literature on temperament and psychopathology, supporting the validity of the structure obtained.
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Affiliation(s)
- Yuliya Kotelnikova
- Department of Psychology, Western University, Westminster Hall, 361 Windermere road, London, ON, Canada
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Development of Infant Positive Emotionality: The Contribution of Maternal Characteristics and Effects on Subsequent Parenting. INFANT AND CHILD DEVELOPMENT 2013. [DOI: 10.1002/icd.1795] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Alessandri G, Caprara GV, Tisak J. A Unified Latent Curve, Latent State-Trait Analysis of the Developmental Trajectories and Correlates of Positive Orientation. MULTIVARIATE BEHAVIORAL RESEARCH 2012; 47:341-368. [PMID: 26814602 DOI: 10.1080/00273171.2012.673954] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Literature documents that the judgments people hold about themselves, their life, and their future are important ingredients of their psychological functioning and well-being and are commonly related to each other. In this article, results from a longitudinal study (N = 298, 45% males) are presented. Using an integrative Latent Curve, Latent State-Trait Model ( Tisak & Tisak, 2000 ), results corroborated (a) the impressive mean level and rank-order stability of positive orientation across a 4-year period, (b) the traitlike nature of positive orientation, and (c) the strong association of positive orientation with intrapersonal (i.e., quality of daily emotional experiences) and interpersonal (i.e., quality of friendships) adolescents' areas of functioning and on psychological resilience. These results attest to the utility of the new construct as a critical component of individuals' optimal well-functioning.
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Baurain C, Nader-Grosbois N. Socio-emotional regulation in children with intellectual disability and typically developing children in interactive contexts. ALTER-EUROPEAN JOURNAL OF DISABILITY RESEARCH 2012. [DOI: 10.1016/j.alter.2012.02.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Sallquist J, DiDonato MD, Hanish LD, Martin CL, Fabes RA. The importance of mutual positive expressivity in social adjustment: understanding the role of peers and gender. ACTA ACUST UNITED AC 2011; 12:304-13. [PMID: 21859190 DOI: 10.1037/a0025238] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The relations between young children's mutual (reciprocated) and overall positive emotion (PE) with same- and other-gender peers and their social adjustment were explored. Children's PE and peers' PE were observed across the preschool year during peer interactions (N = 166; 46% girls; M age = 52 months). Results revealed that girls and boys had similar frequencies of overall PE and mutual PE when interacting with same-gender peers, but girls were marginally higher compared with boys in overall and mutual PE when interacting with other-gender peers. Girls and boys did not have greater rates of either type of PE after controlling for gender segregation during same- or other-gender interactions. Using structural equation modeling, children's mutual PE, regardless of their gender, positively predicted indicators of positive adjustment (e.g., prosocial behavior, cooperation) and negatively predicted indicators of negative adjustment (e.g., hyperactivity, disruption, exclusion by peers). Children's overall PE did not predict either type of adjustment. Findings support the importance of mutual PE for children's development.
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Affiliation(s)
- Julie Sallquist
- School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287-3701, USA.
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Shortt JW, Stoolmiller M, Smith-Shine JN, Mark Eddy J, Sheeber L. Maternal emotion coaching, adolescent anger regulation, and siblings' externalizing symptoms. J Child Psychol Psychiatry 2010; 51:799-808. [PMID: 20059622 PMCID: PMC3601745 DOI: 10.1111/j.1469-7610.2009.02207.x] [Citation(s) in RCA: 85] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND Increases in externalizing behaviors during the transition to adolescence may put children at risk for developing mental disorders and related problems. Although children's ability to regulate their emotions appears to be a key factor influencing risk for maladjustment, emotion processes during adolescence remain understudied. In this longitudinal study, we examined a multi-level mediational model in which emotion coaching by parents was posited to influence the ability of adolescents to regulate their emotions, which in turn influences their expression of problem behaviors. METHODS We recruited a representative community sample of 244 families with biological sibling pairs comprising a child in late elementary school and a child in middle school. Maternal meta-emotion interviews were coded for mother emotion coaching and adolescent difficulty with anger. Mothers also completed questionnaires on adolescent irritability. Ratings of adolescent problem behaviors were obtained from mother and teacher questionnaires completed at two time points. Using structural equation modeling, constructs were partitioned into components across older and younger siblings to examine shared and nonshared variance and contextual effects. RESULTS Cross-sectional data indicated that mothers' emotion coaching of anger was related to better anger regulation in adolescent siblings, which was, in turn related to less externalizing behavior. Although support for mediational effects was limited in the longitudinal data, both older and younger siblings' difficulties in regulating anger predicted adolescent externalizing behavior three years later. Additional longitudinal predictors of externalizing behavior were observed for younger siblings. In particular, emotion coaching of anger by mothers was associated with decreased externalizing behavior, while conversely, older siblings' externalizing behavior was associated with increased externalizing behavior in the younger siblings over time. CONCLUSIONS The findings highlight the importance of considering family emotion processes in understanding adolescent problem behavior. Both maternal emotion coaching of adolescent anger and adolescent difficulty in regulating anger influenced adolescent externalizing behavior. Emotion coaching interventions seem worthy of consideration for enhancing the impact of prevention and intervention programs targeting youth externalizing behaviors.
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Zhou Q, Lengua LJ, Wang Y. The relations of temperament reactivity and effortful control to children's adjustment problems in China and the United States. Dev Psychol 2009; 45:724-39. [PMID: 19413428 PMCID: PMC4080919 DOI: 10.1037/a0013776] [Citation(s) in RCA: 64] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The relations of parents' and teachers' reports of temperament anger-irritability, positive emotionality, and effortful control (attention focusing and inhibitory control) to children's externalizing and internalizing problems were examined in Chinese (N = 382) and U.S. (N = 322) samples of school-age children. Results suggested that in both cultures, low effortful control and high anger-irritability were associated with high externalizing problems, although the relations were stronger in the Chinese sample than in the U.S. sample. Low positive emotionality was associated with high internalizing problems in both cultures. However, high positive emotionality was associated with noncomorbid externalizing problems (teachers' reports) in the Chinese sample but not in the U.S. sample. These findings suggest that there are considerable cross-cultural similarities in the temperament-adjustment associations, although some cross-cultural differences might exist. Implications of the findings for the detection and intervention of adjustment problems in Chinese children are discussed.
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Affiliation(s)
- Qing Zhou
- Department of Psychology, University of California, Berkeley
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31
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Sallquist JV, Eisenberg N, Spinrad TL, Reiser M, Hofer C, Zhou Q, Liew J, Eggum N. Positive and negative emotionality: trajectories across six years and relations with social competence. Emotion 2009; 9:15-28. [PMID: 19186913 PMCID: PMC2753671 DOI: 10.1037/a0013970] [Citation(s) in RCA: 82] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The goals of the present study were to examine (1) the mean-level stability and differential stability of children's positive emotional intensity, negative emotional intensity, expressivity, and social competence from early elementary school-aged to early adolescence, and (2) the associations between the trajectories of children's emotionality and social functioning. Using four waves of longitudinal data (with assessments 2 years apart), parents and teachers of children (199 kindergarten through third grade children at the first assessment) rated children's emotion-related responding and social competence. For all constructs, there was evidence of mean-level decline with age and stability in individual differences in rank ordering. Based on age-centered growth-to-growth curve analyses, the results indicated that children who had a higher initial status on positive emotional intensity, negative emotional intensity, and expressivity had a steeper decline in their social skills across time. These findings provide insight into the stability and association of emotion-related constructs to social competence across the elementary and middle school years.
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Relationships Between Discretionary Time Activities, Emotional Experiences, Delinquency and Depressive Symptoms Among Urban African American Adolescents. J Youth Adolesc 2008; 38:587-601. [DOI: 10.1007/s10964-008-9336-1] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2008] [Accepted: 08/22/2008] [Indexed: 10/21/2022]
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