Learn More
The purpose of this study was to examine the relation of different types of negative emotion and regulation and control to 55- to 97-month-olds' internalizing and externalizing problem behaviors. Parents and teachers provided information on children's (N = 214) adjustment, dispositional regulation and control, and emotion, and children's regulation was(More)
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(More)
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(More)
Relations of regulation and emotionality to social functioning were examined for 77 children followed from early to middle school age. Parents and teachers reported on children's social behavior, emotionality, and regulation, and children engaged in analogue peer conflict situations (i.e., with puppets). High-quality social functioning was predicted by high(More)
In this study, the relations of regulatory control to the qualities of children's everyday peer interactions were examined. Effortful control (EC) and observations of peer interactions were obtained from 135 preschoolers (77 boys and 58 girls, mean ages = 50.88 and 50.52, respectively). The results generally confirmed the prediction that children who are(More)
The role of regulation as a mediator of the relations between maternal emotional expressivity and children's adjustment and social competence was examined when children (N = 208) were 4.5 to just 8 years old (Time 1, T1) and 2 years later (Time 2, T2). At T2, as at T1, regulation mediated the relation between positive maternal emotional expressivity and(More)
The relations of children's internalizing and externalizing problem behaviors to their concurrent regulation, impulsivity (reactive undercontrol), anger, sadness, and fearfulness and these aspects of functioning 2 years prior were examined. Parents and teachers completed measures of children's (N = 185; ages 6 through 9 years) adjustment, negative(More)
The relations between mothers' expressed positive and negative emotion and 55-79-month-olds' (76% European American) regulation, social competence, and adjustment were examined. Structural equation modeling was used to test the plausibility of the hypothesis that the effects of maternal expression of emotion on children's adjustment and social competence(More)
This study examined the concurrent and cross-time relations of parental observed warmth and positive expressivity to children's situational facial and self-reported empathic responding, social competence, and externalizing problems in a sample of 180 elementary school children. Data was collected when the children were in second to fifth grades (age: M =(More)
The relations of teachers' and parents' reports of children's shyness (i.e., social inhibition) at ages 6-8, 8-10, and 10-12 years to dispositional regulation, emotionality, and coping were examined. Shyness was positively related to internalizing negative emotion, coping by doing nothing, and, for parent-rated shyness, behavioral inhibition/nonimpulsivity,(More)