Multiple Mediating Effects of Preschoolers’ Emotional Regulation Abilities on the Relationship between Parental Behaviors and Preschooler’s Internalizing Behavior Problems

2017 ◽  
Vol 33 (3) ◽  
pp. 151-171
Author(s):  
Jung Eun Choi
Keyword(s):  
Behavior Problems ◽  
Emotional Regulation ◽  
Internalizing Behavior ◽  
Parental Behaviors ◽  
Mediating Effects ◽  
Internalizing Behavior Problems ◽  
The Relationship

scholarly journals Breastfeeding and Active Bonding Protects against Children’s Internalizing Behavior Problems

Nutrients ◽  
2013 ◽  
Vol 6 (1) ◽  
pp. 76-89 ◽  
Author(s):  
Jianghong Liu ◽  
Patrick Leung ◽  
Amy Yang
Keyword(s):  
Behavior Problems ◽  
Internalizing Behavior ◽  
Internalizing Behavior Problems

585 The Relationship between Napping and Behavioral Problems among Vocational High School Students in China

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A231-A231
Author(s):  
Jing Han ◽  
Rendong Huang ◽  
Lei Yue ◽  
Naixue Cui ◽  
Fenglin Cao
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Internalizing Behavior ◽  
Individual Development ◽  
Vocational High School ◽  
School Students ◽  
And Behavior ◽  
The Relationship

Abstract Introduction Although napping is very common and related to the outcome of individual development, the relationship between napping and health is not the same in different social and cultural contexts. In China, napping is considered as a healthy lifestyle and is often associated with better adolescent development outcomes. As a special group of teenagers (the academic level does not meet the requirements of ordinary high school), vocational high school students have a higher incidence of behavioral problems than ordinary high school students. Therefore, the purpose of this study is to explore the characteristics of napping and its relationship with behavioral problems in vocational high school students. Methods The napping questionnaire, Youth Self Report (YSR), general information questionnaire and other tools for covariates were used to measure 2505 high school students (62.04% boys, 37.96% girls, 16.71±0.02 years), recruited by convenient sampling. The relationship between nappingand behavioral problems was analyzed by multiple linear regression. Results 72.58% of the participants reported taking a midday nap at least three days per week during the past month, and 55.79% of our sample reported naps more than 30 minutes. Multiple regression analysis showed that nap frequency was negatively associated with high school students’ behavior problems after controlling for general characteristics and other important covariates. Compared with high school students who did not nap or napped less than 1 time/week, high school students who napped 1–2 times/week or 3–4 times/week had lower level of both internalizing behavior problems and externalizing behavior problems. There was no statistically significant association between nap duration and behavior problems. Conclusion This study finds that when napping is allowed, moderate frequency of napping is associated with lower level of internalizing and externalizing behavioral problems in vocational high school students, while nap duration is not significantly associated with behavioral problems. Further research is needed to explore the mechanism of the relationship between napping and behavior problems. Support (if any):

Bidirectional Relationship Between Language Skills and Behavior Problems in Preschool Children From Low-Income Families

2019 ◽  
Vol 28 (2) ◽  
pp. 114-128
Author(s):  
Krystal Bichay-Awadalla ◽  
Cathy Huaqing Qi ◽  
Rebecca J. Bulotsky-Shearer ◽  
Judith J. Carta
Keyword(s):  
Preschool Children ◽  
Behavior Problems ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Internalizing Behavior ◽  
Equation Modeling ◽  
Internalizing Behavior Problems ◽  
Bidirectional Relationship ◽  
And Behavior

The purpose of this study was to examine the longitudinal, bidirectional relationship between language skills and behavior problems in a sample of 194 preschool children enrolled in Head Start programs. Children were individually assessed using the Preschool Language Scale-5, and teachers completed the Child Behavior Checklist-Teacher Report 1½–5. Cross-lagged path models using a structural equation modeling approach tested the reciprocal associations between language skills and behavior problems over the preschool year. Findings supported a bidirectional relationship between internalizing behavior problems and expressive language skills. However, findings supported a unidirectional association between early receptive language skills and later internalizing behavior problems. Gender moderated the relationship between receptive and expressive language skills and internalizing behavior problems in such a way that the association was only significant for girls. Implications for early intervention and prevention efforts targeting language development and behavior problems were discussed.

scholarly journals Poverty-Related Adversity and Emotion Regulation Predict Internalizing Behavior Problems among Low-Income Children Ages 8–11

2016 ◽  
Vol 7 (4) ◽  
pp. 2 ◽  
Author(s):  
C. Raver ◽  
Amanda Roy ◽  
Emily Pressler ◽  
Alexandra Ursache ◽  
Dana Charles McCoy
Keyword(s):  
Emotion Regulation ◽  
Behavior Problems ◽  
Low Income ◽  
Internalizing Behavior ◽  
Internalizing Behavior Problems ◽  
Low Income Children
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