Corrigendum to “Parents' and early adolescents' self-efficacy about anger regulation and early adolescents' internalizing and externalizing problems: A longitudinal study in three countries” [Journal of Adolescence 64 (2018) 124–135]

AbstractWe contribute to the literature on the relations of temperament to externalizing and internalizing problems by considering parental emotional expressivity and child gender as moderators of such relations and examining prediction of pure and co-occurring problem behaviors during early to middle adolescence using bifactor models (which provide unique and continuous factors for pure and co-occurring internalizing and externalizing problems). Parents and teachers reported on children's (4.5- to 8-year-olds; N = 214) and early adolescents’ (6 years later; N = 168) effortful control, impulsivity, anger, sadness, and problem behaviors. Parental emotional expressivity was measured observationally and with parents’ self-reports. Early-adolescents’ pure externalizing and co-occurring problems shared childhood and/or early-adolescent risk factors of low effortful control, high impulsivity, and high anger. Lower childhood and early-adolescent impulsivity and higher early-adolescent sadness predicted early-adolescents’ pure internalizing. Childhood positive parental emotional expressivity more consistently related to early-adolescents’ lower pure externalizing compared to co-occurring problems and pure internalizing. Lower effortful control predicted changes in externalizing (pure and co-occurring) over 6 years, but only when parental positive expressivity was low. Higher impulsivity predicted co-occurring problems only for boys. Findings highlight the probable complex developmental pathways to adolescent pure and co-occurring externalizing and internalizing problems.

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Internalizing and externalizing problems in immigrant boys and girls

International Journal of Behavioral Development ◽

10.1177/0165025414538554 ◽

2014 ◽

Vol 39 (3) ◽

pp. 242-254 ◽

Cited By ~ 4

Author(s):

Carmen Paalman ◽

Lieke van Domburgh ◽

Gonneke Stevens ◽

Robert Vermeiren ◽

Peter van de Ven ◽

...

Keyword(s):

Longitudinal Study ◽

Externalizing Problems ◽

Generalized Estimating Equations ◽

Estimating Equations ◽

Prevention And Intervention ◽

Internalizing And Externalizing Problems ◽

The Relationship ◽

Internalizing And Externalizing ◽

Over Time ◽

Generalized Estimating

This longitudinal study explores differences between native Dutch and immigrant Moroccan adolescents in the relationship between internalizing and externalizing problems across time. By using generalized estimating equations (GEE), the strength and stability of associations between internalizing and externalizing problems in 159 Moroccan and 159 Dutch adolescents was studied over a period of 4 years. No differences in strength of co-occurring problems were found between Moroccan and Dutch adolescents. However, for Moroccan adolescents, associations between problems increased over time, whereas in Dutch adolescents, associations remained stable. The increase of co-occurring problems may be a result of undertreatment and increasing complexity of problems in Moroccans during adolescence. The results of this study imply that investigating processes leading to co-occurring problems in subgroups of adolescents, such as immigrant youths, is needed to optimize prevention and intervention efforts.

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Influencia de los problemas internalizantes y externalizantes en la autoeficacia en estudiantes de Secundaria.

Revista de Investigación Educativa ◽

10.6018/rie.37.2.323351 ◽

2019 ◽

Vol 37 (2) ◽

pp. 413-429 ◽

Cited By ~ 1

Author(s):

Carlos Salavera bordás ◽

Pablo Usán

Keyword(s):

Secondary Students ◽

Internalizing Problems ◽

Self Efficacy ◽

Externalizing Problems ◽

Antisocial Behaviour ◽

Internalizing And Externalizing Problems ◽

Las Mujeres ◽

The Individual ◽

The Relationship ◽

Internalizing And Externalizing

La autoeficacia tiene repercusión en los resultados académicos de nuestros estudiantes, la cual puede encontrarse relacionada con los problemas internalizantes y externalizantes de la persona. Se evaluó a 1 402 estudiantes de Secundaria de 12 a 17 años (50.71% varones; M=14.94 años) de la provincia de Zaragoza para analizar la relación entre problemas internalizantes, externalizantes y autoeficacia. Los resultados muestran como las mujeres obtuvieron mayor puntuación en los problemas internalizantes y los varones en los factores correspondientes a agresión y conducta antisocial de los problemas externalizantes. Los problemas internalizantes Depresión, Obsesión-Compulsión (R2=.302) en el caso de los varones y Depresión y Ansiedad (R2=.458) en el caso las mujeres actuaron como predictores de la autoeficacia. Además, ninguno de los problemas externalizantes predijeron la autoeficacia. El modelo entre autoeficacia, problemas internalizantes y externalizantes obtuvo un buen ajuste y los factores internalizantes mostraron una relación inversa con la autoeficacia (r=-.36), mientras los problemas externalizantes mostraron una escasa correlación (r=.12) con ésta. Como conclusiones, el estudio evidenció como una mayor presencia de los problemas internalizantes lleva aparejada una menor autoeficacia en los estudiantes de Secundaria, así como la escasa influencia de los problemas externalizantes en esta autoeficacia. Self-efficacy has an impact on the academic results of our students. This can be related to the internalizing and externalizing problems of the individual. We evaluated 1402 secondary students between 12 to 17 years old (50.71% male, M = 14.94 years) in the region of Zaragoza in order to analyse the relationship between internalizing, externalizing and self-efficacy problems. The results show how women obtained higher scores in internalizing problems and men in externalizing problems regarding aggression and antisocial behaviour. Internalizing problems such as Depression, Obsession-Compulsion (R2=.302) in the case of men and Depression and Anxiety (R2=.458) in the case women acted as predictors of self-efficacy. In addition, none of the externalizing problems predicted self-efficacy. The model between self-efficacy, internalizing and externalizing problems obtained a good fit and internalizing factors showed an inverse relationship with self-efficacy (r= -.36), while externalizing problems showed a low correlation (r=.12) with this. In conclusion, the study showed how a greater presence of internalizing problems leads to lower self-efficacy in secondary students as well as the scarce influence of externalizing problems in relation to self-efficacy.

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