Carlos Valiente
Biographic Data
| ID | 4460163 |
|---|---|
| NAME | Carlos Valiente |
| GIVEN NAMES | Carlos |
| FAMILY NAME | Valiente |
| SIGNATURE | VALIENTE C |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0001-5742-0020 |
| VERIFIED | Yes |
| TOTAL WORKS | 47 |
| TOTAL CITATIONS | 323 |
| AUTHOR COUNT | 47 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 9 |
The Relations Between Children's Sleep and School Engagement: Moderation by Socioeconomic Status and Sex
Given established associations between children's sleep and many outcomes, and the theorized relations between sleep and school functioning, the goal of this study was to examine the relations between children's actigraphy‐assessed sleep and school engagement. We used data from a diverse sample of twins ( N = 710; Analytic N = 599; M age = 8.52; 51% female; 57% Non‐Hispanic White/European American; 25% Hispanic/Latino; 32% at or near the poverty …
Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher–Student Conflict in Childhood
Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade (N = 301), kindergarten teachers’ reports of children’s effortful control, and kindergarten and second grade teachers’ reports of their perceived confl…
Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement
The validity of the higher‐order structure of effortful control as defined by inhibitory control, attention shifting, and focusing: A longitudinal and multi‐informant study
OBJECTIVE: Effortful control (EC) has been conceptualized as a higher-order construct defined by a class of self-regulatory mechanisms. However, the developmental higher-order structure of EC has seldom been investigated with a thorough psychometric analysis. To begin to fill this gap in the literature, data were obtained from parents and teachers of 185 children (age at T1: M = 9.43 y/o, SD = 1.17) every 2 years for 8 years. METHOD: We used a st…
Peers’ emotionality and children's academic achievement in second grade: Testing the moderating role of children's behavioral self‐regulation
Although there is interest in the role of peers in children's schooling experiences, few researchers have examined associations and related underlying processes between peers' emotionality, an aspect of temperament, and children's academic achievement. This study evaluated whether target children's ( N = 260) own self-regulation, assessed with two behavioral measures, served a moderating function for associations between peers' emotionality and c…
Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement
The interaction between parental warmth and the teacher‐student relationship predicts changes in early elementary children's problem behaviors
This study tested whether the relations between parental warmth and children's problem behaviors vary as a function of the quality of the teacher‐student relationship while controlling for prior levels of the outcomes. When children ( N = 301, M age = 5.48, 52% girls) were in kindergarten, teachers reported on the quality of the teacher‐student relationship, and parents reported on their warmth toward their children and on their child's externali…
Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context
The goal of this study was to apply aspects of the heuristic model advanced by Eisenberg, Cumberland, and Spinrad (1998) to the study of socialization that takes place in preschool and elementary school classrooms. Investigating socialization in this context is important given the number of hours students spend in school, the emotional nature of social interactions that take place involving teachers and students, and the emotions students often e…
Hot and cool dimensionality of executive function: Model invariance across age and maternal education in preschool children
Early elementary student-teacher relationship trajectories predict girls’ math and boys’ reading achievement
Bidirectional associations between emotions and school adjustment
OBJECTIVE: We examined the relations of children's (N = 301) observed expression of negative and positive emotion in classes or nonclassroom school contexts (i.e., lunch and recess) to school adjustment from kindergarten to first grade. METHOD: Naturalistic observations of children's emotional expressivity were collected, as were teachers' reports of children's school engagement and relationship quality with teachers and peers. RESULTS: In longit…
Toddler risk and protective characteristics: Common and unique genetic and environmental influences
The goal of this study was to disentangle the common and unique genetic and environmental influences on social-emotional competence, problem behavior, physiological dysregulation, and negative emotionality (NE) in toddlers. The sample consisted of 243 twin pairs (mean age = 31.94 months) rated by primary caregivers (>95% mothers) on the Children's Behavior Questionnaire and the Infant-Toddler Social and Emotional Assessment. A multivariate Choles…
Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality
Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school
Relations from temperamental approach reactivity and effortful control to academic achievement and peer relations in early elementary school
Emotional expression in school context, social relationships, and academic adjustment in kindergarten
This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When co…
Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships
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 spr…
Observed emotion frequency versus intensity as predictors of socioemotional maladjustment
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 natura…
Teachers’ Effortful Control and Student Functioning: Mediating and Moderating Processes
Evidence is emerging that teachers’ dispositional characteristics are related to students’ classroom functioning, but processes are not well understood. We examined associations between second‐grade teachers’ effortful control (EC), student‐teacher closeness or conflict, students’ EC, and changes in students’ externalizing behaviors and reading and math achievement. Teachers’ EC was directly related to their students’ externalizing behaviors, but…
Coping Across the Transition to Adolescence: Evidence of Interindividual Consistency and Mean-Level Change
The goal of this study was to examine various forms of coping across the transition to adolescence, with a focus on interindividual (correlational) consistency of coping and mean-level changes in coping. Adolescents’ emotional coping, problem solving, positive cognitive restructuring, avoidance, and support seeking in response to everyday stressors were assessed via a daily diary beginning when participants ( N = 155) were approximately 9 years o…
Conscientiousness: Origins in childhood
In this review, we evaluate developmental and personality research with the aim of determining whether the personality trait of conscientiousness can be identified in children and adolescents. After concluding that conscientiousness does emerge in childhood, we discuss the developmental origins of conscientiousness with a specific focus on self-regulation, academic motivation, and internalized compliance/internalization of standards. On the basis…
Mother–Adolescent Conflict: Stability, Change, and Relations with Externalizing and Internalizing Behavior Problems
Stability and change in mother-adolescent conflict reactions (CRs) and the prediction of CRs from adolescents' earlier behavior problems (and vice versa) were examined with 131 mothers and their adolescents (63 boys). Dyads engaged in a 6-minute conflict discussion twice, 2 years apart ( M age was 13 at Time 1 (T1). Nonverbal expressive and verbal CRs during the conflict discussion were coded. Mothers, fathers, and teachers reported on adolescent…
Children's shyness, popularity, school liking, cooperative participation, and internalizing problems in the early school years
Effortful Control and Impulsivity as Concurrent and Longitudinal Predictors of Academic Achievement
The goal of this study was to test if both effortful control (EC) and impulsivity, a reactive index of temperament, uniquely predict adolescents’ academic achievement, concurrently and longitudinally (Time 1: N = 168, [Formula: see text] age = 12 years). At Time 1, parents and teachers reported on students’ EC and impulsivity. At both time points, spaced 2 years apart, parents and teachers reported on students’ achievement. In a concurrent regres…
Linking Students’ Emotions and Academic Achievement: When and Why Emotions Matter
Few studies include associations of emotions, or of individual differences in emotionality, to academic competence, and there are virtually no empirical data on when or why relations exist (or do not exist). The few studies of emotion and achievement have largely focused on anxiety, but there has been scant theoretical and empirical attention devoted to the treatment of other emotions. It is suggested that considering the moderated and indirect e…
Longitudinal relations of children’s effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems
The purpose of the study was to examine the relations of effortful control (EC), impulsivity, and negative emotionality to at least borderline clinical levels of symptoms and change in maladjustment over four years. Children's (N = 214; 77% European American; M age = 73 months) externalizing and internalizing symptoms were rated by parents and teachers at 3 times, 2 years apart (T1, T2, and T3) and were related to children's adult-rated EC, impul…
The Relations of Problem Behavior Status to Children's Negative Emotionality, Effortful Control, and Impulsivity: Concurrent Relations and Prediction of Change
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 emotionality, regulation, and behavior control; behavioral measures of regulation also were obtained…
Longitudinal relations among parental emotional expressivity, children's regulation, and quality of socioemotional functioning
The relations of effortful control and ego control to children's resiliency and social functioning
The relations of effortful control and ego control to children's (mean age = 137 months) resiliency, social status, and social competence were examined concurrently (Time 3) and over time. Adults reported on the constructs, and a behavioral measure of persistence was obtained. At Time 3, resiliency mediated the unique relations of both effortful and reactive control to social status, and effortful control directly predicted socially appropriate b…
Prediction of Children's Empathy-Related Responding From Their Effortful Control and Parents' Expressivity
In this study, the linear and interactive relations of children's effortful control and parents' emotional expressivity to children's empathy-related responses were examined. Participants were 214 children, 4.5 to 8 years old. Children's effortful control was negatively related to their personal distress and was positively related to their sympathy. Parents' positive expressivity was marginally negatively related to children's personal distress a…
Pathways to Problem Behaviors: Chaotic Homes, Parent and Child Effortful Control, and Parenting
Guided by Belsky's and Eisenberg, Cumberland, and Spinrad's heuristic models, we tested a process model with hypothesized paths from parents' effortful control (EC) and family chaos to indices of parenting to children's EC, and finally children's externalizing problem behavior. Parents reported on all constructs and children ( N = 188; M age = 9.55 years) reported on their EC and externalizing problem behaviors. Consistent with expectations, pare…
Predicting Early Adolescents’ Academic Achievement, Social Competence, and Physical Health From Parenting, Ego Resilience, and Engagement Coping
This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents’ academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were significant positive correlations between supportive parenting and ego resilience and between ego res…
Conscientiousness: Origins in childhood
In this review, we evaluate developmental and personality research with the aim of determining whether the personality trait of conscientiousness can be identified in children and adolescents. After concluding that conscientiousness does emerge in childhood, we discuss the developmental origins of conscientiousness with a specific focus on self-regulation, academic motivation, and internalized compliance/internalization of standards. On the basis…
Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality
Effortful Control and Impulsivity as Concurrent and Longitudinal Predictors of Academic Achievement
The goal of this study was to test if both effortful control (EC) and impulsivity, a reactive index of temperament, uniquely predict adolescents’ academic achievement, concurrently and longitudinally (Time 1: N = 168, [Formula: see text] age = 12 years). At Time 1, parents and teachers reported on students’ EC and impulsivity. At both time points, spaced 2 years apart, parents and teachers reported on students’ achievement. In a concurrent regres…
Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context
The goal of this study was to apply aspects of the heuristic model advanced by Eisenberg, Cumberland, and Spinrad (1998) to the study of socialization that takes place in preschool and elementary school classrooms. Investigating socialization in this context is important given the number of hours students spend in school, the emotional nature of social interactions that take place involving teachers and students, and the emotions students often e…
Children's shyness, popularity, school liking, cooperative participation, and internalizing problems in the early school years
Longitudinal Relations Among Parental Emotional Expressivity and Sympathy and Prosocial Behavior in Adolescence
Concurrent and longitudinal relations among parental emotional expressivity, children's sympathy, and children's prosocial behavior were assessed with correlations and structural equation modeling when the children were 55 months to 97 months old (n = 214; M age = 73 months, SD = 9.59) and 8 years later (n = 130; ages 150 to 195 months old, M = 171 months, SD = 10.01). Parent emotional expressivity (positive and negative) and children's sympathy …
Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school
Mother–Adolescent Conflict: Stability, Change, and Relations with Externalizing and Internalizing Behavior Problems
Stability and change in mother-adolescent conflict reactions (CRs) and the prediction of CRs from adolescents' earlier behavior problems (and vice versa) were examined with 131 mothers and their adolescents (63 boys). Dyads engaged in a 6-minute conflict discussion twice, 2 years apart ( M age was 13 at Time 1 (T1). Nonverbal expressive and verbal CRs during the conflict discussion were coded. Mothers, fathers, and teachers reported on adolescent…
Kindergartners' Temperament, Classroom Engagement, and Student–teacher Relationship: Moderation by Effortful Control
The purpose of this study was to examine whether kindergartners' ( N = 291; M age = 5 years) effortful control (EC), impulsivity, anger, or shyness predict their classroom participation, school liking, and student–teacher relationship. Parents and teachers reported on children's temperament. Children's EC and impulsivity were also assessed with the Continuous Performance Task. Teachers and children reported on classroom participation and school l…
Parental Expressivity and Parenting Styles in Chinese Families: Prospective and Unique Relations to Children's Psychological Adjustment
OBJECTIVES: Parents from different cultures differ in how frequently they express emotions. However, the generalizability of the relations between parental expressivity and child adjustment in non-Western cultures has not been extensively studied. The goal of the present study was to investigate prospective relations between parental expressivity within the family (positive, negative dominant, and negative submissive expressivity) and Chinese chi…
Hot and cool dimensionality of executive function: Model invariance across age and maternal education in preschool children
Coping Across the Transition to Adolescence: Evidence of Interindividual Consistency and Mean-Level Change
The goal of this study was to examine various forms of coping across the transition to adolescence, with a focus on interindividual (correlational) consistency of coping and mean-level changes in coping. Adolescents’ emotional coping, problem solving, positive cognitive restructuring, avoidance, and support seeking in response to everyday stressors were assessed via a daily diary beginning when participants ( N = 155) were approximately 9 years o…
Relations over Time among Children's Shyness, Emotionality, and Internalizing Problems
Data regarding children's shyness and emotionality were collected at three time points, two years apart (T1: N = 214, M = 6.12 years; T2: N = 185, M = 7.67 years; T3: N = 185, M = 9.70 years), and internalizing data were collected at T1 and T3. Relations among parent-rated shyness, emotionality (parent- and teacher-rated anger, sadness, and positive emotional intensity [EI]), and mother-rated internalizing were examined in panel models. In some c…
Elaborations on a Theme: Beyond Main Effects in Relations of Parenting to Children's Coping and Regulation
Power discusses numerous important issues and future directions in his review of the relation of parenting to children's stress-related appraisals, coping, and emotion regulation. In this short commentary, we provide some findings that illustrate the importance of the directions Power suggested, for example, examination of moderation of relations between socialization and children's appraisals, coping, or regulation by the developmental level of …
Early elementary student-teacher relationship trajectories predict girls’ math and boys’ reading achievement
Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement
Teachers’ Effortful Control and Student Functioning: Mediating and Moderating Processes
Evidence is emerging that teachers’ dispositional characteristics are related to students’ classroom functioning, but processes are not well understood. We examined associations between second‐grade teachers’ effortful control (EC), student‐teacher closeness or conflict, students’ EC, and changes in students’ externalizing behaviors and reading and math achievement. Teachers’ EC was directly related to their students’ externalizing behaviors, but…
Relations of Temperament to Maladjustment and Ego Resiliency in At‐risk Children
The relations of control/regulation‐related temperamentally based dispositions (effortful control (EC), impulsivity, and approach/avoidance) to externalizing problems and personality ego resiliency were examined in a sample of 467 children ( M age = 7.46 years), some of whom were children of alcoholics (COAs). In addition, we examined if the relations of temperamental regulation/control to maladjustment/ego resiliency were moderated by COA status…
Richard A. Fabes, Department of Family and Human Development, Box 872502, Arizona State University, Tempe, AZ 85287-2502 (E-mail: ( [email protected] )
The Relations of Effortful Control and Reactive Control to Children's Externalizing Problems: A Longitudinal Assessment
In this study, we examined the role of negative emotionality as a moderator of the relations of effortful control and overcontrol (versus undercontrol) with children's externalizing problem behaviors; we also examined the longitudinal relations among these variables. Teachers' and parents' reports of children's negative emotionality, effortful control, overcontrol and externalizing problem behaviors were obtained at T1 (N=199; M age=89.51 months)…
Longitudinal relations among parental emotional expressivity, children's regulation, and quality of socioemotional functioning
The relations of effortful control and ego control to children's resiliency and social functioning
The relations of effortful control and ego control to children's (mean age = 137 months) resiliency, social status, and social competence were examined concurrently (Time 3) and over time. Adults reported on the constructs, and a behavioral measure of persistence was obtained. At Time 3, resiliency mediated the unique relations of both effortful and reactive control to social status, and effortful control directly predicted socially appropriate b…
The Relations of Effortful Control and Impulsivity to Children's Resiliency and Adjustment
The unique relations of effortful control and impulsivity to resiliency and adjustment were examined when children were 4.5 to 8 years old, and 2 years later. Parents and teachers reported on all constructs and children's attentional persistence was observed. In concurrent structural equation models, effortful control and impulsivity uniquely and directly predicted resiliency and externalizing problems and indirectly predicted internalizing probl…
Elaborations on a Theme: Beyond Main Effects in Relations of Parenting to Children's Coping and Regulation
Power discusses numerous important issues and future directions in his review of the relation of parenting to children's stress-related appraisals, coping, and emotion regulation. In this short commentary, we provide some findings that illustrate the importance of the directions Power suggested, for example, examination of moderation of relations between socialization and children's appraisals, coping, or regulation by the developmental level of …
Prediction of Children's Empathy-Related Responding From Their Effortful Control and Parents' Expressivity
In this study, the linear and interactive relations of children's effortful control and parents' emotional expressivity to children's empathy-related responses were examined. Participants were 214 children, 4.5 to 8 years old. Children's effortful control was negatively related to their personal distress and was positively related to their sympathy. Parents' positive expressivity was marginally negatively related to children's personal distress a…
Relations Among Positive Parenting, Children's Effortful Control, and Externalizing Problems: A Three-Wave Longitudinal Study
In a 3-wave longitudinal study (with assessments 2 years apart) involving 186 early adolescents (M ages of approximately 9.3, 11.4, and 13.4), the hypothesis that parental warmth/positive expressivity predicts children's effortful control (EC) (a temperamental characteristic contributing to emotion regulation) 2 years later, which in turn predicts low levels of externalizing problems another 2 years later, was examined. The hypothesis that childr…
The Relations of Problem Behavior Status to Children's Negative Emotionality, Effortful Control, and Impulsivity: Concurrent Relations and Prediction of Change
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 emotionality, regulation, and behavior control; behavioral measures of regulation also were obtained…
Relations among mothers' expressivity, children's effortful control, and their problem behaviors: A four-year longitudinal study
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, vari…
Relation of emotion-related regulation to children's social competence: A longitudinal study
The differential relations of children's emotion-related regulation (i.e., effortful control and impulsivity) to their personality resiliency, adult-rated popularity, and social competence were examined in children who were 4.5-7.9 years old and who were remeasured 2 years later. Parents and teachers reported on all constructs, and children's attentional persistence was observed. Structural equation modeling was used to test the mediating role of…
Longitudinal Relations Among Parental Emotional Expressivity and Sympathy and Prosocial Behavior in Adolescence
Concurrent and longitudinal relations among parental emotional expressivity, children's sympathy, and children's prosocial behavior were assessed with correlations and structural equation modeling when the children were 55 months to 97 months old (n = 214; M age = 73 months, SD = 9.59) and 8 years later (n = 130; ages 150 to 195 months old, M = 171 months, SD = 10.01). Parent emotional expressivity (positive and negative) and children's sympathy …
Pathways to Problem Behaviors: Chaotic Homes, Parent and Child Effortful Control, and Parenting
Guided by Belsky's and Eisenberg, Cumberland, and Spinrad's heuristic models, we tested a process model with hypothesized paths from parents' effortful control (EC) and family chaos to indices of parenting to children's EC, and finally children's externalizing problem behavior. Parents reported on all constructs and children ( N = 188; M age = 9.55 years) reported on their EC and externalizing problem behaviors. Consistent with expectations, pare…
Prediction of children's academic competence from their effortful control, relationships, and classroom participation.
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…
How the study of regulation can inform the study of coping
It is advantageous to study regulation and coping and their development at multiple levels of expression and origin simultaneously. We discuss several topics of current interest in the emotion-related regulation literature that are relevant to coping, including conceptual issues related to definitions and types of coping, types of physiological responses deemed to tap emotion regulation that could be pursued in work on coping, and findings on the…
Relations of Temperament to Maladjustment and Ego Resiliency in At‐risk Children
The relations of control/regulation‐related temperamentally based dispositions (effortful control (EC), impulsivity, and approach/avoidance) to externalizing problems and personality ego resiliency were examined in a sample of 467 children ( M age = 7.46 years), some of whom were children of alcoholics (COAs). In addition, we examined if the relations of temperamental regulation/control to maladjustment/ego resiliency were moderated by COA status…
Longitudinal relations of children’s effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems
The purpose of the study was to examine the relations of effortful control (EC), impulsivity, and negative emotionality to at least borderline clinical levels of symptoms and change in maladjustment over four years. Children's (N = 214; 77% European American; M age = 73 months) externalizing and internalizing symptoms were rated by parents and teachers at 3 times, 2 years apart (T1, T2, and T3) and were related to children's adult-rated EC, impul…
Self-Regulation and School Readiness
RESEARCH FINDINGS: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well as school engagement. Then we review resear…
Predicting Early Adolescents’ Academic Achievement, Social Competence, and Physical Health From Parenting, Ego Resilience, and Engagement Coping
This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents’ academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were significant positive correlations between supportive parenting and ego resilience and between ego res…
Parental Expressivity and Parenting Styles in Chinese Families: Prospective and Unique Relations to Children's Psychological Adjustment
OBJECTIVES: Parents from different cultures differ in how frequently they express emotions. However, the generalizability of the relations between parental expressivity and child adjustment in non-Western cultures has not been extensively studied. The goal of the present study was to investigate prospective relations between parental expressivity within the family (positive, negative dominant, and negative submissive expressivity) and Chinese chi…
Relations over Time among Children's Shyness, Emotionality, and Internalizing Problems
Data regarding children's shyness and emotionality were collected at three time points, two years apart (T1: N = 214, M = 6.12 years; T2: N = 185, M = 7.67 years; T3: N = 185, M = 9.70 years), and internalizing data were collected at T1 and T3. Relations among parent-rated shyness, emotionality (parent- and teacher-rated anger, sadness, and positive emotional intensity [EI]), and mother-rated internalizing were examined in panel models. In some c…
Linking Students’ Emotions and Academic Achievement: When and Why Emotions Matter
Few studies include associations of emotions, or of individual differences in emotionality, to academic competence, and there are virtually no empirical data on when or why relations exist (or do not exist). The few studies of emotion and achievement have largely focused on anxiety, but there has been scant theoretical and empirical attention devoted to the treatment of other emotions. It is suggested that considering the moderated and indirect e…
Kindergartners' Temperament, Classroom Engagement, and Student–teacher Relationship: Moderation by Effortful Control
The purpose of this study was to examine whether kindergartners' ( N = 291; M age = 5 years) effortful control (EC), impulsivity, anger, or shyness predict their classroom participation, school liking, and student–teacher relationship. Parents and teachers reported on children's temperament. Children's EC and impulsivity were also assessed with the Continuous Performance Task. Teachers and children reported on classroom participation and school l…
Mother–Adolescent Conflict: Stability, Change, and Relations with Externalizing and Internalizing Behavior Problems
Stability and change in mother-adolescent conflict reactions (CRs) and the prediction of CRs from adolescents' earlier behavior problems (and vice versa) were examined with 131 mothers and their adolescents (63 boys). Dyads engaged in a 6-minute conflict discussion twice, 2 years apart ( M age was 13 at Time 1 (T1). Nonverbal expressive and verbal CRs during the conflict discussion were coded. Mothers, fathers, and teachers reported on adolescent…
Children's shyness, popularity, school liking, cooperative participation, and internalizing problems in the early school years
Psychology (46 works) · Developmental psychology (45 works) · Child and Adolescent Psychosocial and Emotional Development (41 works) · Early Childhood Education and Development (37 works) · Social Psychology (33 works) · Social Psychology (21 works) · Clinical Psychology (14 works) · Clinical Psychology (13 works) · Parental Involvement in Education (13 works) · Academic achievement (11 works)