scholarly journals Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades

2010 ◽  
Vol 22 (4) ◽  
pp. 717-735 ◽  
Author(s):  
Marc H. Bornstein ◽  
Chun-Shin Hahn ◽  
O. Maurice Haynes
Keyword(s):  
Social Competence ◽  
Social Desirability ◽  
Maternal Education ◽  
Externalizing Behaviors ◽  
Longitudinal Design ◽  
Behavioral Adjustment ◽  
Internalizing Behaviors ◽  
Normative Sample ◽  
Child Intelligence ◽  
Analysis Models

AbstractThis study used a three-wave longitudinal design to investigate developmental cascades among social competence and externalizing and internalizing behavioral adjustment in a normative sample of 117 children seen at 4, 10, and 14 years. Children, mothers, and teachers provided data. A series of nested path analysis models was used to determine the most parsimonious and plausible cascades across the three constructs over and above their covariation at each age and stability across age. Children with lower social competence at age 4 years exhibited more externalizing and internalizing behaviors at age 10 years and more externalizing behaviors at age 14 years. Children with lower social competence at age 4 years also exhibited more internalizing behaviors at age 10 years and more internalizing behaviors at age 14 years. Children who exhibited more internalizing behaviors at age 4 years exhibited more internalizing behaviors at age 10 years and more externalizing behaviors at age 14 years. These cascades among social competence and behavioral adjustment obtained independent of child intelligence and maternal education and social desirability of responding.

scholarly journals Prevalence of Language Delay among Healthy Preterm Children, Language Outcomes and Predictive Factors

Children ◽  
2021 ◽  
Vol 8 (4) ◽  
pp. 282
Author(s):  
Miguel Pérez-Pereira
Keyword(s):  
Gestational Age ◽  
Language Impairment ◽  
Maternal Education ◽  
Longitudinal Design ◽  
Age Groups ◽  
Full Term ◽  
Language Delay ◽  
Preterm Children ◽  
General Terms ◽  
Extremely Preterm

Language delay (LD) and its relationship with later language impairment in preterm children is a topic of major concern. Previous studies comparing LD in preterm (PT) and full-term (FT) children were mainly carried out with samples of extremely preterm and very preterm children (sometimes with additional medical problems). Very few of them were longitudinal studies, which is essential to understand developmental relationships between LD and later language impairment. In this study, we compare the prevalence of LD in low-risk preterm children to that of FT children in a longitudinal design ranging from 10 to 60 months of age. We also analyze which variables are related to a higher risk of LD at 22, 30 and 60 months of age. Different language tests were administered to three groups of preterm children of different gestational ages and to one group of full-term children from the ages of 10 to 60 months. ANOVA comparisons between groups and logistic regression analyses to identify possible predictors of language delay at 22, 30 and 60 months of age were performed. The results found indicate that there were practically no differences between gestational age groups. Healthy PT children, therefore, do not have, in general terms, a higher risk of language delay than FT children. Previous language delay and cognitive delay are the strongest and longest-lasting predictors of later language impairment. Other factors, such as a scarce use of gestures at 10 months or male gender, affect early LD at 22 months of age, although their effect disappears as children grow older. Low maternal education appears to have a late effect. Gestational age does not have any significant effect on the appearance of LD.

Outcomes of temperamental inhibition in young children are moderated by attentional biases

2016 ◽  
Vol 41 (6) ◽  
pp. 696-703 ◽  
Author(s):  
Jie He ◽  
Shuyi Zhai ◽  
Weiyang Wu ◽  
Liyue Lou
Keyword(s):  
Longitudinal Study ◽  
Social Competence ◽  
Behavioral Inhibition ◽  
Behavioral Observation ◽  
Internalizing Behaviors ◽  
Attentional Biases ◽  
Cueing Task ◽  
Increased Risk ◽  
Parental Reports ◽  
Reward Bias

The current longitudinal study examined the association of temperamental inhibition (assessed by behavioral observation and parental reports) at three years old with reward and punishment bias (measured by a spatial cueing task) and mothers’ and teachers’ reports of internalizing behaviors and social competence at five years old in 153 Chinese children. As predicted, behavioral inhibition positively predicted later mother-rated internalizing behaviors. In addition, punishment bias moderated this relation such that children with higher punishment bias showed a positive inhibition–internalizing link. Furthermore, inhibition negatively predicted both mother-rated and teacher-rated social competence. However, novel findings were that reward bias moderated the relation between inhibition and teacher-rated social competence, such that inhibited children showed an increased risk of low competence when they had lower reward bias.

Getting in synch: Unpacking the role of parent–child synchrony in the development of internalizing and externalizing behaviors

2021 ◽  
pp. 1-13
Author(s):  
Laura E. Quiñones-Camacho ◽  
Caroline P. Hoyniak ◽  
Lauren S. Wakschlag ◽  
Susan B. Perlman
Keyword(s):  
Externalizing Behaviors ◽  
Internalizing Behaviors ◽  
Rate Of Change ◽  
Positive Interactions ◽  
Protective Mechanism ◽  
Neural Synchrony ◽  
Internalizing And Externalizing Behaviors ◽  
Internalizing And Externalizing ◽  
Parent Child

Abstract While substantial research supports the role of parent–child interactions on the emergence of psychiatric symptoms, few studies have explored biological mechanisms for this association. The current study explored behavioral and neural parent–child synchronization during frustration and play as predictors of internalizing and externalizing behaviors across a span of 1.5 years. Parent–child dyads first came to the laboratory when the child was 4–5 years old and completed the Disruptive Behavior Diagnostic Observation Schedule: Biological Synchrony (DB-DOS: BioSync) task while functional near-infrared spectroscopy (fNIRS) data were recorded. Parents reported on their child's internalizing and externalizing behaviors using the Child Behavior Checklist (CBCL) four times over 1.5 years. Latent growth curve (LGC) modeling was conducted to assess neural and behavioral synchrony as predictors of internalizing and externalizing trajectories. Consistent with previous investigations in this age range, on average, internalizing and externalizing behaviors decreased over the four time points. Parent–child neural synchrony during a period of play predicted rate of change in internalizing but not externalizing behaviors such that higher parent–child neural synchrony was associated with a more rapid decrease in internalizing behaviors. Our results suggest that a parent–child dyad's ability to coordinate neural activation during positive interactions might serve as a protective mechanism in the context of internalizing behaviors.

scholarly journals Language and internalizing and externalizing behavioral adjustment: Developmental pathways from childhood to adolescence

2013 ◽  
Vol 25 (3) ◽  
pp. 857-878 ◽  
Author(s):  
Marc H. Bornstein ◽  
Chun-Shin Hahn ◽  
Joan T. D. Suwalsky
Keyword(s):  
Behavior Problems ◽  
Externalizing Behavior ◽  
Behavioral Adjustment ◽  
Internalizing Behavior ◽  
Data Series ◽  
Family Socioeconomic Status ◽  
Intelligence Education ◽  
Analysis Models ◽  
Prospective Longitudinal ◽  
Internalizing And Externalizing

AbstractTwo independent prospective longitudinal studies that cumulatively spanned the age interval from 4 years to 14 years used multiwave designs to investigate developmental associations between language and behavioral adjustment (internalizing and externalizing behavior problems). Altogether 224 children, their mothers, and teachers provided data. Series of nested path analysis models were used to determine the most parsimonious and plausible paths among the three constructs over and above stability in each across age and their covariation at each age. In both studies, children with poorer language skills in early childhood had more internalizing behavior problems in later childhood and in early adolescence. These developmental paths between language and behavioral adjustment held after taking into consideration children's nonverbal intellectual functioning, maternal verbal intelligence, education, parenting knowledge, and social desirability bias, as well as family socioeconomic status, and they applied equally to girls and boys.

scholarly journals Latinx Families’ Extended Household Structures and Child Behavioral Problems across Mother’s Immigrant Status in Los Angeles

2020 ◽  
Author(s):  
Jeehye Kang ◽  
Philip N. Cohen ◽  
Feinian Chen
Keyword(s):  
Los Angeles ◽  
Behavioral Problems ◽  
Externalizing Behaviors ◽  
Internalizing Behaviors ◽  
Immigrant Status ◽  
Latina Mothers ◽  
Internalizing And Externalizing Behaviors ◽  
Different Types ◽  
Child Behavioral Problems ◽  
Internalizing And Externalizing

Using the panel samples from the Los Angeles Family and Neighborhood Survey (L.A. FANS), this paper examined the associations of extended household structures—the entry, stay, and exit of grandparents (vertical kin) and other extended adults (horizontal kin)—with child behavioral problems across US-born, documented and undocumented Latinx families. Difference-score regression models showed differential associations of extended kin by different types of transitions. For children of US-born Latina mothers, gaining grandparents was associated with higher (worse) levels of internalizing (i.e. withdrawn) behaviors, whereas losing grandparents was associated with lower (better) levels of internalizing and externalizing (i.e. disobedient) behaviors. For children of documented Latina mothers, gaining grandparents had no effect, but losing grandparents and keeping horizontal kin were associated with lower levels of internalizing behaviors. For children of undocumented Latina mothers, gaining grandparents was associated with higher levels of externalizing behaviors, but keeping grandparents was associated with lower levels of internalizing behaviors, and keeping horizontal kin was associated with lower levels of both internalizing and externalizing behaviors. The association between the household transition of extended kin and children's behavior reflects selection rather than causation in the context of family life course and US immigration policy.

Maternal Education and Preacademic Problems as Predictors of Teachers' Ratings and Self-Concept

1989 ◽  
Vol 69 (2) ◽  
pp. 607-610 ◽  
Author(s):  
Lucy Jane Miller ◽  
Peter G. W. Schouten
Keyword(s):  
Socioeconomic Status ◽  
Social Competence ◽  
Maternal Education ◽  
Perceived Competence ◽  
Self Concept ◽  
Multiple Regressions ◽  
Preschool Screening ◽  
Competence Scale ◽  
Child Centered ◽  
Self Worth

The Harter Perceived Competence Scale for Children was used to assess teachers' and children's ratings of perceived competence four years after preschool screening. Stepwise multiple regressions showed that maternal education was a significant predictor of teachers' ratings of children's cognitive competence and conduct. Preschool problem/no-problem status was significantly related to teachers' rating in four of five domains but only related to the children's self-concept of social competence and global self-worth. The present findings support the importance of child-centered information versus socioeconomic status as a predictor of future functioning.

Prevalence and Predictors of the Persistence and Incidence of Adolescent Internet Addiction in Mainland China: A 2-Year Longitudinal Study (Preprint)

2021 ◽  
Author(s):  
He Bu ◽  
Xinli Chi ◽  
Diyang Qu
Keyword(s):  
Internet Addiction ◽  
Maternal Education ◽  
Family Income ◽  
Longitudinal Design ◽  
Mainland China ◽  
Self Report ◽  
Developmental Patterns ◽  
Development Patterns ◽  
Internet Users ◽  
School Maladjustment

BACKGROUND Although Internet addiction (IA) has been considered a stable problem among adolescents, there can be different development patterns of IA (i.e., remission/persistence and incidence/absence). Such conversions of IA are less addressed in previous research. Due to the large and increasing number of adolescent Internet users in Mainland China, it has also become an obligation for health professionals to investigate the prevalence and conversations of IA and identify factors that can prospectively predict IA persistence and incidence. OBJECTIVE The current study investigated the prevalence of persistence and incidence regarding internet addiction (IA) among adolescents in Mainland China across three years using a 2-wave longitudinal design. METHODS A total of 1544 students from five secondary schools in the 7th grade participated in the study, and 1301 remained after two years. Self-report questionnaires were delivered to assess the developmental patterns of IA (i.e., persistence and incidence) and intrapersonal and interpersonal factors that predicted persistence and incidence respectively. RESULTS Generally, of the 187 students with IA in 7th grade, the addiction persisted for 40.64% of students by grade 9. Of the 1114 students without an IA in 7th grade, 10.32% had initiated IA by grade 9. Multilevel logistic regression analyses indicated that higher levels of depression (OR = 1.04; 95% CI: 1.00, 1.09; P = .04) and maternal education (OR = 2.23; 95% CI: 1.20, 4.15; P = .01) could increase the likelihood of IA persistence. Significant predictors of IA incidence were males (OR = 0.59; 95% CI: 0.37, 0.94; P = .03), single children (OR = 1.91; 95% CI: 1.15, 3.17; P = .01) low family income (OR = 1.21; 95% CI: 1.05, 1.39; P < .001), and school maladjustment (OR = 1.01; 95% CI: 1.05, 1.16; P < .01). CONCLUSIONS The persistence and incidence of adolescent IA are worthy of attention in the context of rapid social development. Psychosocial factors identified in the current study that are predictive of IA persistence and incidence should be addressed in future studies.

Developmental Trajectories of Children’s Social Competence in Early Childhood: The Role of the Externalizing Behaviors of Their Preschool Peers

2016 ◽  
Vol 15 (2) ◽  
pp. 268-292 ◽  
Author(s):  
Monica Yudron ◽  
Stephanie M. Jones
Keyword(s):  
Early Childhood ◽  
Social Competence ◽  
Multilevel Models ◽  
Externalizing Behaviors ◽  
Developmental Trajectories ◽  
Social Contexts ◽  
Developmental Trajectory ◽  
Multilevel Regression ◽  
Classroom Level

The construct of social competence encompasses a set of discrete skills considered important for the formation of positive relationships with others (Raver & Zigler, 1997). Despite the importance of social competence, little is known about its developmental course through early childhood. In addition, little is known about the influence of preschool classroom-level peer characteristics on the developmental trajectory of social competence.In this study, we fit multilevel models of change to explore children’s trajectories of social competence in early childhood. We investigated whether critical features of children’s trajectories differed systematically by observed aggregate differences in the externalizing behaviors of their preschool peers—a salient aspect of one of the first social contexts in which children engage. We found that children’s social competence grows over time in early childhood and has a statistically significant, positive relationship with the classroom level of externalizing behaviors. Evidence of this relationship disappears when the quality of the classroom relational climate is controlled for in the multilevel regression model.

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