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27-01-2017 | Uitgave 8/2017

Journal of Abnormal Child Psychology 8/2017

Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors?

Tijdschrift:
Journal of Abnormal Child Psychology > Uitgave 8/2017
Auteurs:
Christopher J. Lonigan, Jamie A. Spiegel, J. Marc Goodrich, Brittany M. Morris, Colleen M. Osborne, Matthew D. Lerner, Beth M. Phillips
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Electronic supplementary material

The online version of this article (doi:10.​1007/​s10802-016-0260-7) contains supplementary material, which is available to authorized users.

Abstract

Findings from prior research have consistently indicated significant associations between self-regulation and externalizing behaviors. Significant associations have also been reported between children’s language skills and both externalizing behaviors and self-regulation. Few studies to date, however, have examined these relations longitudinally, simultaneously, or with respect to unique clusters of externalizing problems. The current study examined the influence of preschool self-regulation on general and specific externalizing behavior problems in early elementary school and whether these relations were independent of associations between language, self-regulation, and externalizing behaviors in a sample of 815 children (44% female). Additionally, given a general pattern of sex differences in the presentations of externalizing behavior problems, self-regulation, and language skills, sex differences for these associations were examined. Results indicated unique relations of preschool self-regulation and language with both general externalizing behavior problems and specific problems of inattention. In general, self-regulation was a stronger longitudinal correlate of externalizing behavior for boys than it was for girls, and language was a stronger longitudinal predictor of hyperactive/impulsive behavior for girls than it was for boys.

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ESM 1 (PDF 292 kb)
10802_2016_260_MOESM1_ESM.pdf
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