Emotion Knowledge, Social Competence, and Internalizing Behaviors Among First Grade Children

In this longitudinal study, we examined the relations between emotion knowledge in first grade, teacher reports of internalizing and externalizing behaviors from first grade, and children's self-reported internalizing behaviors in fifth grade. At Time 1, we assessed emotion knowledge, expressive vocabulary, caregiver-reported earned income, and teacher-rated internalizing and externalizing behaviors in 7-year-old children from economically disadvantaged families (N = 154). At Time 2, when the children were age 11, we collected children's self-reports of negative emotions, depression, anxiety, and loneliness. First grade teacher-reported externalizing behaviors, but not first grade internalizing behaviors, were positively related to children's self-reports of internalizing behaviors in fifth grade. First grade emotion knowledge accounted for a significant amount of variance in children's self-reports of internalizing symptoms 4 years later, after controlling for per capita earned income, expressive vocabulary, and teacher-reported internalizing and externalizing behaviors in first grade.

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Gender Differences in Emotion Knowledge With First-Grade Children

PsycEXTRA Dataset ◽

10.1037/e583442007-001 ◽

2006 ◽

Author(s):

Beverly J. Wilson ◽

Lindsey M. Kremmel ◽

Stephanie Isgitt ◽

Arianne D. Stevens ◽

Kari Peterson

Keyword(s):

Gender Differences ◽

First Grade ◽

Emotion Knowledge

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

International Journal of Behavioral Development ◽

10.1177/0165025416664196 ◽

2016 ◽

Vol 41 (6) ◽

pp. 696-703 ◽

Cited By ~ 1

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.

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Parenting Influences on Latino Children’s Social Competence in the First Grade: Parental Depression and Parent Involvement at Home and School

Child Psychiatry & Human Development ◽

10.1007/s10578-013-0358-x ◽

2013 ◽

Vol 44 (5) ◽

pp. 646-657 ◽

Cited By ~ 3

Author(s):

Carmen R. Valdez ◽

Vansa Shewakramani ◽

Simon Goldberg ◽

Brian Padilla

Keyword(s):

Parent Involvement ◽

Social Competence ◽

Parental Depression ◽

First Grade ◽

Parenting Influences ◽

Home And School ◽

At Home

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Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal

Development and Psychopathology ◽

10.1017/s0954579401001043 ◽

2001 ◽

Vol 13 (1) ◽

pp. 53-67 ◽

Cited By ~ 142

Author(s):

DAVID SCHULTZ ◽

CARROLL E. IZARD ◽

BRIAN P. ACKERMAN ◽

ERIC A. YOUNGSTROM

Keyword(s):

Low Income ◽

Social Withdrawal ◽

Behavioral Control ◽

Self Regulation ◽

Verbal Ability ◽

First Grade ◽

Social Adaptation ◽

Emotion Knowledge ◽

Children's Emotion ◽

Low Income Families

We examined the relations of verbal ability and self-regulation in preschool to emotion knowledge in first grade, and concurrent relations between emotion knowledge and indexes of social functioning in 143 children from low-income families. After controlling for children's verbal ability in preschool, teacher reports of attentional control and caregiver reports of behavioral control in preschool predicted children's emotion expression knowledge and emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and behavioral control, children's emotion knowledge predicted concurrent teacher-reported social problems and social withdrawal. Results suggest that low levels of emotion knowledge co-occur with many important aspects of children's early social adaptation.

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The Effects of Family, School, and Classroom Ecologies on Changes in Children's Social Competence and Emotional and Behavioral Problems in First Grade.

Developmental Psychology ◽

10.1037/0012-1649.40.4.533 ◽

2004 ◽

Vol 40 (4) ◽

pp. 533-544 ◽

Cited By ~ 73

Author(s):

Wendy L. Hoglund ◽

Bonnie J. Leadbeater

Keyword(s):

Social Competence ◽

Behavioral Problems ◽

First Grade ◽

Emotional And Behavioral Problems

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

Development and Psychopathology ◽

10.1017/s0954579410000416 ◽

2010 ◽

Vol 22 (4) ◽

pp. 717-735 ◽

Cited By ~ 235

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.

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