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Nancy Eisenberg - One of the best experts on this subject based on the ideXlab platform.
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bifactor model of Effortful Control and impulsivity and their prospective prediction of ego resiliency
Journal of Personality, 2019Co-Authors: Frances Wang, Nancy Eisenberg, Tracy L SpinradAbstract:OBJECTIVE Children's Effortful Control and impulsivity are important predictors of the personality trait, ego resiliency (i.e., resiliency). Most researchers have not considered the fact that Effortful Control and impulsivity share substantial conceptual and empirical overlap, yet they also have been shown to be distinct. We tested a bifactor model of Effortful Control and impulsivity to characterize their shared and unique variance, the prospective prediction of resiliency by the factors of the bifactor model, and moderation by sex and age. METHOD In a longitudinal study of children (N = 214; 76.5% non-Hispanic Caucasian, 12.2% Hispanic, 11.3% other race/ethnicity), parent- and teacher-reported Effortful Control and impulsivity, as well as behavioral measures of Effortful Control, were assessed on two occasions (T1: 4.5-8 years; T2: 6-10 years). Parent-reported resiliency was used as a covariate (T1) and the outcome (T3: 8-12 years). RESULTS The bifactor model yielded a common Effortful inhibitory Control factor, pure attentional Control factor, and pure impulsivity factor. Pure impulsivity and pure attentional Control positively predicted resiliency, but only for girls. Effortful inhibitory Control did not uniquely predict resiliency. CONCLUSION Disentangling the shared and unique aspects of Effortful Control and impulsivity could clarify the roles they play in important outcomes, such as resiliency.
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religiosity and Effortful Control as predictors of indonesian adolescents tobacco and alcohol use moderation and mediation
Journal of Research on Adolescence, 2019Co-Authors: Doran C French, Urip Purwono, Siman Zhao, Mengqian Shen, Nancy EisenbergAbstract:Moderation and mediation models of religiosity and Effortful Control as predictors of tobacco and alcohol use were tested in this 2-year longitudinal study of 563 16-year-old Muslim Indonesian adolescents. Adolescents reported their Effortful Control, religiosity, and tobacco and alcohol use and peers provided reports of adolescents' Effortful Control. Although both moderation and mediation effects emerged when predicting Year 2 substance use, predictions of change from Year 1 to Year 2 substance use yielded effects of moderation for peer- but not self-reported Effortful Control for boys; no mediation effects emerged. These findings provide evidence of interconnections between Effortful Control and religiosity as predictors of substance use and suggest the need for further longitudinal studies that compare moderation and mediation models.
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elementary students Effortful Control and academic achievement the mediating role of teacher student relationship quality
Early Childhood Research Quarterly, 2017Co-Authors: Maciel M Hernandez, Tracy L Spinrad, Carlos Valiente, Nancy Eisenberg, Kassondra M Silva, Rebecca H Berger, Sarah K Vanschyndel, Jody Southworth, Marilyn S ThompsonAbstract:This study evaluated the association between Effortful Control in kindergarten and academic achievement one year later (N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's Effortful Control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of Effortful Control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful Control positively predicted academic achievement even when Controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; Effortful Control positively predicted teacher-student closeness and strongly, negatively predicted teacher-student conflict. Teacher-student closeness and Effortful Control, but not teacher-student conflict, had small, positive associations with academic achievement. Effortful Control also indirectly predicted higher academic achievement through its positive effect on teacher-student closeness and via its positive relation to early academic achievement. The findings suggest that teacher-student closeness is one mechanism by which Effortful Control is associated with academic achievement. Effortful Control was also a consistent predictor of academic achievement, beyond prior achievement levels and Controlling for teacher-student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.
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concurrent and longitudinal associations of peers acceptance with emotion and Effortful Control in kindergarten
International Journal of Behavioral Development, 2017Co-Authors: Maciel M Hernandez, Tracy L Spinrad, Carlos Valiente, Nancy Eisenberg, Kassondra M Silva, Rebecca H Berger, Sarah K Vanschyndel, Anjolii Diaz, Nathan Terrell, Jody SouthworthAbstract:The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and Effortful Control during kindergarten (N = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e., classroom, lunch/recess), and observers’ reports of Effortful Control (i.e., inhibitory Control, attention focusing) and emotions (i.e., positive, negative). In structural equation panel models, peer acceptance in fall predicted higher Effortful Control in spring. Effortful Control in fall did not predict peer acceptance in spring. Negative emotion predicted lower peer acceptance across time for girls but not for boys. Peer acceptance did not predict negative or positive emotion over time. In addition, we tested interactions between positive or negative emotion and Effortful Control predicting peer acceptance. Positive emotion predicted higher peer acceptance for children ...
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prosociality during the transition from late adolescence to young adulthood the role of Effortful Control and ego resiliency
Personality and Social Psychology Bulletin, 2014Co-Authors: Guido Alessandri, Nancy Eisenberg, Antonio Zuffiano, Bernadette Paula Luengo Kanacri, Michela Milioni, Michele Vecchione, Gian Vittorio CapraraAbstract:The present prospective study examined the prediction of prosociality from Effortful Control and ego-resiliency from late adolescence to emerging adulthood. Participants were 476 young adults (239 males and 237 females) with a mean age of 16 years (SD = .81) at T1, 18 years (SD = .83) at T2, 20 years (SD = .79) at T3, 22 years (SD = .81) at T4, and 26 years (SD = .81) at T5. Controlling for the stability of the examined variables and the effect of potential confounding variables (i.e., sex, socioeconomic status [SES], and age), results supported a model in which a temperamental dimension, Effortful Control, positively predicted a specific behavioral tendency (i.e., prosociality) indirectly through mediation by a personality factor (i.e., ego-resiliency). Practical implications of the results are discussed in terms of the importance of early prevention efforts designed to enhance the capacity to cope effectively with emotional reactions and difficult situations.
Mark Reiser - One of the best experts on this subject based on the ideXlab platform.
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longitudinal relations among maternal behaviors Effortful Control and young children s committed compliance
Developmental Psychology, 2012Co-Authors: Tracy L Spinrad, Anne Kupfer, Claire Hofer, Mark Reiser, Nancy Eisenberg, Kassondra M Silva, Alison Edwards, Natalie D Eggum, Roopa V Iyer, Cynthia L SmithAbstract:In a sample (n = 235) of 30-, 42-, and 54-month-olds, the relations among parenting, Effortful Control (EC), impulsivity, and children's committed compliance were examined. Parenting was assessed with mothers' observed sensitivity and warmth; EC was measured by mothers' and caregivers' reports, as well as a behavioral task; impulsivity was assessed by mothers' and caregivers' reports; and committed compliance was observed during a cleanup and prohibition task, as well as measured by adults' reports. Using path modeling, there was evidence that 30-month parenting predicted high EC and low impulsivity a year later when the stability of the outcomes was Controlled, and there was evidence that 30- and 42-month EC, but not impulsivity, predicted higher committed compliance a year later, Controlling for earlier levels of the outcomes. Moreover, 42-month EC predicted low impulsivity a year later. Fixed effects models, which are not biased by omitted time-invariant variables, also were conducted and showed that 30-month parenting still predicted EC a year later, and 42-month EC predicted later low impulsivity. Findings are discussed in terms of the importance of differentiating between Effortful Control and impulsivity and the potential mediating role of EC in the relations between parenting and children's committed compliance.
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the role of socialization Effortful Control and ego resiliency in french adolescents social functioning
Journal of Research on Adolescence, 2010Co-Authors: Claire Hofer, Nancy Eisenberg, Mark ReiserAbstract:The relations among Effortful Control, ego resiliency, socialization, and social functioning were examined with a sample of 182 French adolescents (14–20 years old). Adolescents, their parents, and/or teachers completed questionnaires on these constructs. Effortful Control and ego resiliency were correlated with adolescents' social functioning, especially with low externalizing and internalizing behaviors and sometimes with high peer competence. Furthermore, aspects of socialization (parenting practices more than family expressiveness) were associated with adolescents' Effortful Control, ego resiliency, and social functioning. Effortful Control and ego resiliency mediated the relations between parental socialization and adolescents' peer competence and internalizing problems. Furthermore, Effortful Control mediated the relations between socialization and adolescents' externalizing behavior. Findings are discussed in terms of cultural and developmental variation.
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prediction of children s academic competence from their Effortful Control relationships and classroom participation
Journal of Educational Psychology, 2008Co-Authors: Carlos Valiente, Kathryn Lemerychalfant, Jodi Swanson, Mark ReiserAbstract:The authors examined the relations among children's Effortful Control, school relationships, classroom participation, and academic competence with a sample of 7- to 12-year-old children (N = 264). Parents and children reported on children's Effortful Control, and teachers and children reported on children's school relationships and classroom participation. Children's grade point averages (GPAs) and absences were obtained from school-issued report cards. Significant positive correlations existed between Effortful Control, school relationships, classroom participation, and academic competence. Consistent with expectations, the teacher-child relationship, social competence, and classroom participation partially mediated the relation between Effortful Control and change in GPA from the beginning to the end of the school year. The teacher-child relationship and classroom participation also partially mediated the relation between Effortful Control and change in school absences across the year.
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relations among mothers expressivity children s Effortful Control and their problem behaviors a four year longitudinal study
Emotion, 2006Co-Authors: Carlos Valiente, Sandra H Losoya, Tracy L Spinrad, Mark Reiser, Nancy Eisenberg, Amanda Cumberland, Jeffrey LiewAbstract:Longitudinal relations between mothers' expressivity, children's Effortful Control, and their problem behaviors were examined when children (N = 181) were 6.5–10 years old (T2) and again 2 (T3) and 4 (T4) years later. Mothers reported on their expression of positive and negative dominant emotion. Mothers and teachers reported on children's Effortful Control and externalizing and internalizing problem behaviors. In structural equation models, variables exhibited consistency over time. Further, the relation between mothers' expressivity (positive minus negative dominant emotion) at T2 and children's externalizing problems at T4 was mediated by T3 Effortful Control. The same process of mediation was significant for teacher- but not mother-reported internalizing problems. The results provide one explanation for how emotion-related socializing behaviors influence children's problem behaviors.
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chinese children s Effortful Control and dispositional anger frustration relations to parenting styles and children s social functioning
Developmental Psychology, 2004Co-Authors: Qing Zhou, Yun Wang, Nancy Eisenberg, Mark ReiserAbstract:Relations among authoritative and authoritarian parenting styles, children's Effortful Control and dispositional anger/frustration, and children's social functioning were examined for 425 first and second graders (7-10 years old) in Beijing, China. Parents reported on parenting styles; parents and teachers rated children's Effortful Control, anger/frustration, externalizing problems, and socially appropriate behaviors: and peers rated aggression and leadership/sociability. High Effortful Control and low dispositional anger/frustration uniquely predicted Chinese children's high social functioning, and the relation of anger/frustration to social functioning was moderated by Effortful Control. Authoritarian parenting was associated with children's low Effortful Control and high dispositional anger/frustration, which (especially Effortful Control) mediated the negative relation between authoritarian parenting and children's social functioning. Effortful Control weakly mediated the positive relation of authoritative parenting to social functioning.
Carlos Valiente - One of the best experts on this subject based on the ideXlab platform.
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elementary students Effortful Control and academic achievement the mediating role of teacher student relationship quality
Early Childhood Research Quarterly, 2017Co-Authors: Maciel M Hernandez, Tracy L Spinrad, Carlos Valiente, Nancy Eisenberg, Kassondra M Silva, Rebecca H Berger, Sarah K Vanschyndel, Jody Southworth, Marilyn S ThompsonAbstract:This study evaluated the association between Effortful Control in kindergarten and academic achievement one year later (N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's Effortful Control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of Effortful Control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful Control positively predicted academic achievement even when Controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; Effortful Control positively predicted teacher-student closeness and strongly, negatively predicted teacher-student conflict. Teacher-student closeness and Effortful Control, but not teacher-student conflict, had small, positive associations with academic achievement. Effortful Control also indirectly predicted higher academic achievement through its positive effect on teacher-student closeness and via its positive relation to early academic achievement. The findings suggest that teacher-student closeness is one mechanism by which Effortful Control is associated with academic achievement. Effortful Control was also a consistent predictor of academic achievement, beyond prior achievement levels and Controlling for teacher-student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.
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concurrent and longitudinal associations of peers acceptance with emotion and Effortful Control in kindergarten
International Journal of Behavioral Development, 2017Co-Authors: Maciel M Hernandez, Tracy L Spinrad, Carlos Valiente, Nancy Eisenberg, Kassondra M Silva, Rebecca H Berger, Sarah K Vanschyndel, Anjolii Diaz, Nathan Terrell, Jody SouthworthAbstract:The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and Effortful Control during kindergarten (N = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e., classroom, lunch/recess), and observers’ reports of Effortful Control (i.e., inhibitory Control, attention focusing) and emotions (i.e., positive, negative). In structural equation panel models, peer acceptance in fall predicted higher Effortful Control in spring. Effortful Control in fall did not predict peer acceptance in spring. Negative emotion predicted lower peer acceptance across time for girls but not for boys. Peer acceptance did not predict negative or positive emotion over time. In addition, we tested interactions between positive or negative emotion and Effortful Control predicting peer acceptance. Positive emotion predicted higher peer acceptance for children ...
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associations among parental education home environment quality Effortful Control and preacademic knowledge
Journal of Applied Developmental Psychology, 2014Co-Authors: Emily C Merz, Tracy L Spinrad, Carlos Valiente, Nancy Eisenberg, Susan H Landry, Jeffrey M Williams, Marcia A Barnes, Michael A Assel, Heather B Taylor, Christopher J LoniganAbstract:Abstract This study used a longitudinal design to examine whether Effortful Control mediated the associations of parental education and home environment quality with preacademic knowledge in toddlers and young preschoolers. The sample consisted of 226 children (2 to 4 years of age at T1) from socioeconomically disadvantaged backgrounds. Parents provided data on parent education and home environment quality. Children completed Effortful Control, early literacy, and early math assessments. T2 Effortful Control partially mediated the associations of T1 parental education and T1 home environment quality with T3 emergent literacy after accounting for child age, gender, race/ethnicity, T1 Effortful Control, and T2 early literacy. T2 Effortful Control partially mediated the association between T1 parental education and T3 emergent math after accounting for child age, gender, race/ethnicity, T1 Effortful Control, and T2 early math. Prior to entry into preschool, parental education and home environment quality may shape Effortful Control which in turn influences preacademic knowledge.
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relations of children s Effortful Control and teacher child relationship quality to school attitudes in a low income sample
Early Education and Development, 2011Co-Authors: Kassondra M Silva, Anne Kupfer, Tracy L Spinrad, Carlos Valiente, Nancy Eisenberg, Michael J Sulik, Snjezana Huerta, Alison Edwards, Natalie D Eggum, Christopher J LoniganAbstract:Research Findings: The purpose of this study was to examine the relations of children's Effortful Control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's Effortful Control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher–child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful Control, in general, was positively correlated with teacher–child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and...
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prediction of kindergartners academic achievement from their Effortful Control and emotionality evidence for direct and moderated relations
Journal of Educational Psychology, 2010Co-Authors: Carlos Valiente, Kathryn Lemerychalfant, Jodi SwansonAbstract:The relations between Effortful Control, emotionality (anger, sadness, and shyness), and academic achievement were examined in a short-term longitudinal study of 291 kindergartners. Teachers and parents reported on students' Effortful Control and emotionality. Students completed the Continuous Performance Task and the Letter-Word, Passage Comprehension, and Applied Problems subtests of the Woodcock-Johnson tests of achievement. Effortful Control was positively related to achievement. Parent- and teacher-reported anger and teacher-reported sadness and shyness were negatively related to achievement, but many of the main effects were qualified by interactions with Effortful Control. At low levels of anger or sadness, students high in Effortful Control performed best, but at high levels of these emotions, all children performed similarly.
Tracy L Spinrad - One of the best experts on this subject based on the ideXlab platform.
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bifactor model of Effortful Control and impulsivity and their prospective prediction of ego resiliency
Journal of Personality, 2019Co-Authors: Frances Wang, Nancy Eisenberg, Tracy L SpinradAbstract:OBJECTIVE Children's Effortful Control and impulsivity are important predictors of the personality trait, ego resiliency (i.e., resiliency). Most researchers have not considered the fact that Effortful Control and impulsivity share substantial conceptual and empirical overlap, yet they also have been shown to be distinct. We tested a bifactor model of Effortful Control and impulsivity to characterize their shared and unique variance, the prospective prediction of resiliency by the factors of the bifactor model, and moderation by sex and age. METHOD In a longitudinal study of children (N = 214; 76.5% non-Hispanic Caucasian, 12.2% Hispanic, 11.3% other race/ethnicity), parent- and teacher-reported Effortful Control and impulsivity, as well as behavioral measures of Effortful Control, were assessed on two occasions (T1: 4.5-8 years; T2: 6-10 years). Parent-reported resiliency was used as a covariate (T1) and the outcome (T3: 8-12 years). RESULTS The bifactor model yielded a common Effortful inhibitory Control factor, pure attentional Control factor, and pure impulsivity factor. Pure impulsivity and pure attentional Control positively predicted resiliency, but only for girls. Effortful inhibitory Control did not uniquely predict resiliency. CONCLUSION Disentangling the shared and unique aspects of Effortful Control and impulsivity could clarify the roles they play in important outcomes, such as resiliency.
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elementary students Effortful Control and academic achievement the mediating role of teacher student relationship quality
Early Childhood Research Quarterly, 2017Co-Authors: Maciel M Hernandez, Tracy L Spinrad, Carlos Valiente, Nancy Eisenberg, Kassondra M Silva, Rebecca H Berger, Sarah K Vanschyndel, Jody Southworth, Marilyn S ThompsonAbstract:This study evaluated the association between Effortful Control in kindergarten and academic achievement one year later (N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's Effortful Control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of Effortful Control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful Control positively predicted academic achievement even when Controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; Effortful Control positively predicted teacher-student closeness and strongly, negatively predicted teacher-student conflict. Teacher-student closeness and Effortful Control, but not teacher-student conflict, had small, positive associations with academic achievement. Effortful Control also indirectly predicted higher academic achievement through its positive effect on teacher-student closeness and via its positive relation to early academic achievement. The findings suggest that teacher-student closeness is one mechanism by which Effortful Control is associated with academic achievement. Effortful Control was also a consistent predictor of academic achievement, beyond prior achievement levels and Controlling for teacher-student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.
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concurrent and longitudinal associations of peers acceptance with emotion and Effortful Control in kindergarten
International Journal of Behavioral Development, 2017Co-Authors: Maciel M Hernandez, Tracy L Spinrad, Carlos Valiente, Nancy Eisenberg, Kassondra M Silva, Rebecca H Berger, Sarah K Vanschyndel, Anjolii Diaz, Nathan Terrell, Jody SouthworthAbstract:The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and Effortful Control during kindergarten (N = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e., classroom, lunch/recess), and observers’ reports of Effortful Control (i.e., inhibitory Control, attention focusing) and emotions (i.e., positive, negative). In structural equation panel models, peer acceptance in fall predicted higher Effortful Control in spring. Effortful Control in fall did not predict peer acceptance in spring. Negative emotion predicted lower peer acceptance across time for girls but not for boys. Peer acceptance did not predict negative or positive emotion over time. In addition, we tested interactions between positive or negative emotion and Effortful Control predicting peer acceptance. Positive emotion predicted higher peer acceptance for children ...
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respiratory sinus arrhythmia Effortful Control and parenting as predictors of children s sympathy across early childhood
Developmental Psychology, 2015Co-Authors: Zoe E Taylor, Tracy L SpinradAbstract:The goal of this study was to examine physiological and environmental predictors of children’s sympathy (an emotional response consisting of feelings of concern or sorrow for others who are distressed or in need) and whether temperamental Effortful Control mediated these relations. Specifically, in a study of 192 children (23% Hispanic; 54% male), respiratory sinus arrhythmia (RSA), a measure thought to reflect physiological regulation, and observed authoritative parenting (both at 42 months) were examined as predictors of children’s Effortful Control (at 54 months) and, in turn, children’s sympathy (at 72 and 84 months). Measures of both baseline RSA and RSA suppression were examined. In a structural equation model, observed parenting was positively related to children’s subsequent sympathy through its positive relation to Effortful Control. Furthermore, the indirect path from baseline RSA to higher sympathy through Effortful Control was marginally significant. Authoritative parenting and baseline RSA uniquely predicted individual differences in children’s Effortful Control. Findings highlight the potential role of both authoritative parenting and physiological regulation in the development of children’s sympathy.
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associations among parental education home environment quality Effortful Control and preacademic knowledge
Journal of Applied Developmental Psychology, 2014Co-Authors: Emily C Merz, Tracy L Spinrad, Carlos Valiente, Nancy Eisenberg, Susan H Landry, Jeffrey M Williams, Marcia A Barnes, Michael A Assel, Heather B Taylor, Christopher J LoniganAbstract:Abstract This study used a longitudinal design to examine whether Effortful Control mediated the associations of parental education and home environment quality with preacademic knowledge in toddlers and young preschoolers. The sample consisted of 226 children (2 to 4 years of age at T1) from socioeconomically disadvantaged backgrounds. Parents provided data on parent education and home environment quality. Children completed Effortful Control, early literacy, and early math assessments. T2 Effortful Control partially mediated the associations of T1 parental education and T1 home environment quality with T3 emergent literacy after accounting for child age, gender, race/ethnicity, T1 Effortful Control, and T2 early literacy. T2 Effortful Control partially mediated the association between T1 parental education and T3 emergent math after accounting for child age, gender, race/ethnicity, T1 Effortful Control, and T2 early math. Prior to entry into preschool, parental education and home environment quality may shape Effortful Control which in turn influences preacademic knowledge.
Liliana J Lengua - One of the best experts on this subject based on the ideXlab platform.
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Relations of Growth in Effortful Control to Family Income, Cumulative Risk, and Adjustment in Preschool-age Children
Journal of Abnormal Child Psychology, 2015Co-Authors: Liliana J Lengua, Maureen Zalewski, Cara J Kiff, Lyndsey Moran, Erika J Ruberry, Stephanie ThompsonAbstract:The study examined growth in Effortful Control (executive Control, delay ability) in relation to income, cumulative risk (aggregate of demographic and psychosocial risk factors), and adjustment in 306 preschool-age children (50 % girls, 50 % boys) from families representing a range of income (29 % at- or near-poverty; 28 % lower-income; 25 % middle-income; 18 % upper-income), with 4 assessments starting at 36–40 month. Income was directly related to levels of executive Control and delay ability. Cumulative risk accounted for the effects of income on delay ability but not executive Control. Higher initial executive Control and slope of executive Control and delay ability predicted academic readiness, whereas levels, but not growth, of executive Control and delay ability predicted social competence and adjustment problems. Low income is a marker for lower Effortful Control, which demonstrates additive or mediating effects in the relation of income to children’s preschool adjustment.
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parenting mediates the effects of income and cumulative risk on the development of Effortful Control
Social Development, 2014Co-Authors: Liliana J Lengua, Maureen Zalewski, Cara J Kiff, Lyndsey Moran, Stephanie F Thompson, Rebecca Cortes, Erika J RuberryAbstract:This study tested the hypothesis that the effects of income and cumulative risk on the development of Effortful Control during preschool would be mediated by parenting. The study utilized a community sample of 306 children (36–40 months) representing the full range of family income, with 29 percent at or near poverty and 28 percent lower income. Two dimensions of Effortful Control (executive Control and delay ability) were assessed at four time points, each separated by nine months, and growth trajectories were examined. Maternal warmth, negativity, limit setting, scaffolding, and responsiveness were observed. Above the effects of child cognitive ability, income, and cumulative risk, scaffolding predicted higher initial levels of executive Control that remained higher across the study, and limit setting predicted greater gains in executive Control. Parenting did not predict changes in delay ability. Significant indirect effects indicated that scaffolding mediated the effects of income and cumulative risk on growth in executive Control. The findings suggest that parenting behaviors can promote Effortful Control in young children and could be targets of prevention programs in low-income families.
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the interaction between negative emotionality and Effortful Control in early social emotional development
Social Development, 2013Co-Authors: Lyndsey Moran, Liliana J Lengua, Maureen ZalewskiAbstract:Interactions between reactive and regulatory dimensions of temperament may be particularly relevant to children's adjustment but are examined infrequently. This study investigated these interactions by examining Effortful Control as a moderator of the relations of fear and frustration reactivity to children's social competence, internalizing, and externalizing problems. Participants included 306 three-year-old children and their mothers. Children's Effortful Control was measured using observational measures, and reactivity was assessed with both observational and mother-reported measures. Mothers reported on children's adjustment. Significant interactions indicated that children with higher mother-reported fear or higher observed frustration and lower executive Control showed higher externalizing problems whereas children with higher observed fear and higher delay ability demonstrated lower externalizing problems. These results highlight Effortful Control as a moderator of the relation between reactivity and adjustment, and may inform the development of interventions geared toward the management of specific negative affects.
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poverty and single parenting relations with preschoolers cortisol and Effortful Control
Infant and Child Development, 2012Co-Authors: Maureen Zalewski, Liliana J Lengua, Philip A Fisher, Anika Trancik, Nicole R Bush, Andrew N MeltzoffAbstract:Poverty and single parent status, which often co-occur, have been shown to relate to lower Effortful Control, and this may be in part due to disruptions in hypothalamic–pituitary–adrenal (HPA) axis activity. Both poverty and single parent status may compromise parenting, which in turn may disrupt HPA axis activity and the development of Effortful Control. We examined whether parenting and HPA axis activity accounted for the effects of poverty and single parent status on the development of Effortful Control in preschool children (N=78). Effortful Control was measured at two time points, 6months apart. Individually, poverty and single parent status were related to blunted HPA axis activity, characterized by low AM and PM cortisol. However, when examined together, the effects were present only for preschoolers whose parents were in poverty. Parental warmth and negativity accounted for the relations between poverty and blunted cortisol. Blunted cortisol was related to lower Effortful Control at Time 2. These results suggest a pathway through which poverty may impact children’ sd eveloping Effortful Control through parenting, which in turn may shape HPA axis activity. Copyright © 2012 John Wiley & Sons, Ltd.
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the relations of temperament reactivity and Effortful Control to children s adjustment problems in china and the united states
Developmental Psychology, 2009Co-Authors: Qing Zhou, Liliana J Lengua, Yun WangAbstract: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.