The relations of effortful control and reactive control to children's externalizing problems: a longitudinal assessment.
The relations of effortful control and reactive control to children's externalizing problems: a longitudinal assessment.
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努力控制和反应控制与儿童外化问题的关系：纵向评估。
DOI：
10.1111/1467-6494.7106011
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发表时间：
2003
影响因子：
5
通讯作者：
Murphy,BridgetC
中科院分区：
文献类型：
--
作者：
Valiente,Carlos;Eisenberg,Nancy;Smith,CynthiaL;Reiser,Mark;Fabes,RichardA;Losoya,Sandra;Guthrie,IvannaK;Murphy,BridgetC
在本研究中，我们考察了消极情绪对努力控制和过度控制(与控制不足)与儿童外化问题行为关系的调节作用，并考察了这些变量之间的纵向关系。教师和家长在T1(N=199；MAGE=89.51个月)、2(T2)和4年(T3)时获得关于儿童消极情绪、努力控制、过度控制和外化问题行为的报告。此外，还用观察到的毅力测量来评估儿童的努力控制能力。在T3并发结构方程模型中，努力控制，但不是过度控制，与儿童的T3外化问题行为负相关。在回归分析中，T_3努力控制与外化问题行为之间的负相关在T_3负性情绪水平较高时最强。在最佳拟合结构方程模型中，T1努力控制和T1过度控制都对T1的外化问题有负向预测作用，而控制T1外化问题行为时，T3努力控制(但不是T3过度控制)与T3外化问题行为显著负相关。
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;Mage=89.51 months) and again 2 (T2) and 4 years (T3) later. In addition, children's effortful control was assessed with an observed measure of persistence. In a T3 concurrent structural equation model, effortful control, but not overcontrol, was negatively related to children's T3 externalizing problem behaviors. In regression analyses, the negative relation between T3 effortful control and externalizing problem behaviors was strongest at high levels of T3 negative emotionality. In the best‐fitting longitudinal structural equation model, both T1 effortful control and T1 overcontrol negatively predicted externalizing problems at T1, whereas T3 effortful control (but not T3 overcontrol) was significantly negatively related to T3 externalizing problem behaviors when controlling for T1 externalizing problem behaviors.