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Changes in Children's Anger, Sadness, and Persistence across Blocked Goals: Implications for Self-Regulation
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Tan, Lin; Shin, Eunkyung; Page, Kenyon; Smith, Cynthia L. – Child Development, 2023
The current study took a person-centered approach to examine the heterogeneity of changes in children's emotions and persistence during a goal-blocking task and examined how different profiles of emotions and persistence related to children's self-regulation. Children's anger, sadness, and persistence were rated in a goal-blocking task in…
Descriptors: Psychological Patterns, Persistence, Attitude Change, Goal Orientation
Leveraging an Intensive Time Series of Young Children's Movement to Capture Impulsive and Inattentive Behaviors in a Preschool Setting
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Andrew E. Koepp; Elizabeth T. Gershoff – Child Development, 2024
Studying within-person variability in children's behavior is frequently hindered by challenges collecting repeated observations. This study used wearable accelerometers to collect an intensive time series (2.7 million observations) of young children's movement at school (N = 62, M[subscript age] = 4.5 years, 54% male, 74% Non-Hispanic White) in…
Descriptors: Preschool Children, Preschool Education, Child Behavior, Kinesiology
The Relations of Effortful Control and Impulsivity to Children's Resiliency and Adjustment
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Eisenberg, Nancy; Spinrad, Tracy L.; Fabes, Richard A.; Reiser, Mark; Cumberland, Amanda; Shepard, Stephanie A.; Valiente, Carlos; Losoya, Andra H.; Guthrie, Vanna K.; Thompson, Marilyn – Child Development, 2004
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…
Descriptors: Conceptual Tempo, Self Control, Young Children, Child Behavior
The Relations of Regulation and Emotionality to Resiliency and Competent Social Functioning in Elementary School Children.
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Eisenberg, Nancy; And Others – Child Development, 1997
Examined relations of children's regulation and emotionality to their social functioning. Found that resiliency mediated effects of individual differences in attentional regulation on social status and socially appropriate behavior, and that negative emotionality moderated the positive relation between attentional control and resiliency. Also…
Descriptors: Affective Behavior, Attention Control, Children, Emotional Development
Prediction of Elementary School Children's Externalizing Problem Behaviors from Attentional and Behavioral Regulation and Negative Emotionality.
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Eisenberg, Nancy; Guthrie, Ivanna K.; Fabes, Richard A.; Shepard, Stephanie; Losoya, Sandra; Murphy, Bridget C.; Jones, Sarah; Paulin, Rick; Reiser, Mark – Child Development, 2000
Examined the moderating role of individual differences in negative emotionality in the relations of behavioral and attentional regulation to externalizing problem behaviors. Found that at two ages behavioral dysregulation predicted externalizing behavior problems for children both high and low in negative emotionality, whereas prediction of…
Descriptors: Attention Control, Behavior Problems, Children, Elementary School Students
The Relations of Regulation and Emotionality to Children's Externalizing and Internalizing Problem Behavior.
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Eisenberg, Nancy; Cumberland, Amanda; Spinrad, Tracy L.; Fabes, Richard A.; Shepard, Stephanie A.; Reiser, Mark; Murphy, Bridget C.; LoSaga, Sandra H.; Guthrie, Ivanna K. – Child Development, 2001
Examined relation of different types of negative emotion and regulation and control to 55- to 97-month-olds' internalizing and externalizing problem behaviors. Found that children with externalizing problems, compared to children with internalizing problems and nondisordered children, were more prone to anger, impulsivity, and low regulation.…
Descriptors: Anger, Anxiety, Attention Control, Behavior Problems