Emotional Reactivity, Behavior Problems, and Social Adjustment at School Entry in a High-risk Sample.
Emotional Reactivity, Behavior Problems, and Social Adjustment at School Entry in a High-risk Sample.
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在高风险样本中，学校入学时的情绪反应性，行为问题和社交调整。
DOI：
10.1007/s10802-016-0139-7
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发表时间：
2016-11
影响因子：
3.6
通讯作者：
Gatzke-Kopp, Lisa M.
中科院分区：
文献类型：
--
作者：
Kalvin, Carla B.;Bierman, Karen L.;Gatzke-Kopp, Lisa M.
关键词：
先前的研究表明，对情绪痛苦刺激的情绪反应增强可能与内化和外化行为的升高有关，并导致社会功能受损。这些联系在169个经济上处于不利地位的幼儿园儿童（66%为男性，68%为非洲裔美国人，22%为西班牙裔，10%为高加索人）的样本中进行了探讨。收集情绪反应性生理指标（呼吸性窦性心律失常[RSA]、心率[HR]和心脏前射血期[PEP]），教师和同伴对外化和内化行为、亲社会能力和同伴排斥进行评分。RSA戒断、HR反应性和PEP缩短（表明觉醒增加）与亲社会能力降低相关，而RSA戒断和HR反应性与内化问题升高相关。人力资源反应性也与外化问题和同伴排斥升高相关。控制年龄、性别、种族、语言能力和静息生理的线性回归表明，人力资源反应性解释了教师评价的亲社会能力和同伴排斥的独特差异，并通过内化和外化问题介导的途径间接地促进了这些结果。PEP反应对同伴评价的亲社会能力的独特贡献也出现了趋势。这些发现支持了情绪反应性对生活在弱势城市环境中的儿童的行为问题和社会适应的影响，并进一步表明，情绪反应性升高可能会以与内化和外化行为问题部分重叠的方式带来社会困难的风险。
Prior research suggests that heightened emotional reactivity to emotionally distressing stimuli may be associated with elevated internalizing and externalizing behaviors, and contribute to impaired social functioning. These links were explored in a sample of 169 economically-disadvantaged kindergarteners (66 % male; 68 % African American, 22 % Hispanic, 10 % Caucasian) oversampled for elevated aggression. Physiological measures of emotional reactivity (respiratory sinus arrhythmia [RSA], heart rate [HR], and cardiac pre-ejection period [PEP]) were collected, and teachers and peers provided ratings of externalizing and internalizing behavior, prosocial competence, and peer rejection. RSA withdrawal, HR reactivity, and PEP shortening (indicating increased arousal) were correlated with reduced prosocial competence, and RSA withdrawal and HR reactivity were correlated with elevated internalizing problems. HR reactivity was also correlated with elevated externalizing problems and peer rejection. Linear regressions controlling for age, sex, race, verbal proficiency, and resting physiology showed that HR reactivity explained unique variance in both teacher-rated prosocial competence and peer rejection, and contributed indirectly to these outcomes through pathways mediated by internalizing and externalizing problems. A trend also emerged for the unique contribution of PEP reactivity to peer-rated prosocial competence. These findings support the contribution of emotional reactivity to behavior problems and social adjustment among children living in disadvantaged urban contexts, and further suggest that elevated reactivity may confer risk for social difficulties in ways that overlap only partially with internalizing and externalizing behavior problems.
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影响因子：
3.7
作者：
CACIOPPO, JT;UCHINO, BN;BERNTSON, GG
通讯作者：
BERNTSON, GG
影响因子：
4.6
作者：
Crowell, SE;Beauchaine, TP;Chipman-Chacon, J
通讯作者：
Chipman-Chacon, J
影响因子：
3.7
作者：
Gatzke-Kopp, Lisa M.
通讯作者：
Gatzke-Kopp, Lisa M.
影响因子：
2.2
作者：
Gatzke-Kopp, Lisa M.;Jetha, Michelle K.;Segalowitz, Sidney J.
通讯作者：
Segalowitz, Sidney J.
影响因子：
2.6
作者：
Beauchaine, Theodore P.;Gatzke-Kopp, Lisa;Mead, Hilary K.
通讯作者：
Mead, Hilary K.