Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel The Presence of a Controlling Parent Is Related...

volgende artikel Inhibitory Control and Information Processing i...

Tip

Swipe om te navigeren naar een ander artikel

16-01-2019 | Uitgave 6/2019

Preschoolers’ Self-Regulation in Context: Task Persistence Profiles with Mothers and Fathers and Later Attention Problems in Kindergarten

Tijdschrift:: Research on Child and Adolescent Psychopathology > Uitgave 6/2019

Auteurs:: Erika Lunkenheimer, Carlomagno Panlilio, Frances M. Lobo, Sheryl L. Olson, Catherine M. Hamby

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

Task persistence is related to attentional regulation and is needed for the successful transition to school. Understanding preschoolers’ task persistence with caregivers could better inform the development and prevention of attention problems across this transition. Preschoolers’ real-time task persistence profiles during problem-solving tasks with mothers (N=214) and fathers (N=117) were examined as antecedents of teacher-rated attention problems in kindergarten, accounting for child temperament, parenting, and preschool attention problems. Group-based trajectory modeling identified five profiles with mothers and four with fathers; more children showed high task persistence with mothers than fathers. With mothers, when persistence started low and increased over time, children had lower inhibitory control, higher verbal skills, and received more directives. This increasing profile had the highest-rated attention problems, followed by the stable low persistence profile; both groups showed higher attention problems than children who started high and declined slowly in persistence over time. Results implied children who start tasks low in persistence may require the most maternal effort to get on task, and whether those efforts are successful (increasing persistence) or not (stable low persistence), may be the same children teachers perceive as having the most attention problems. Profiles with fathers were not associated with attention problems but pointed to the importance of father-child affective processes (child negative emotion, paternal praise) in children’s task persistence. Findings suggest mothers and fathers play different roles in regulatory development and that person-centered profiles of self-regulation in context may inform the prevention of children’s regulatory problems.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA preschool forms and profiles. Burlington: University of Vermont, Center for Children, Youth, & Families.

Asparouhov, T., & Muthén, B. (2014). Auxiliary variables in mixture modeling: Three-step approaches using Mplus. Structural Equation Modeling: A Multidisciplinary Journal, 21, 1–13. https://doi.org/10.1080/10705511.2014.915181. CrossRef

Bardack, S., Herbers, J. E., & Obradović, J. (2018). Unique contributions of dynamic versus global measures of parent–child interaction quality in predicting school adjustment. Journal of Family Psychology, 31(6), 649–658. https://doi.org/10.1037/fam0000296. CrossRef

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94

Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531. CrossRef

Carver, C. S., & Scheier, M. F. (2001). On the self-regulation of behavior. New York: Cambridge University Press.

Chang, H., & Olson, S. L. (2016). Examining early behavioral persistence as a dynamic process: Correlates and consequences spanning ages 3-10 years. Journal of Abnormal Child Psychology, 44, 799–810. https://doi.org/10.1007/s10802-015-0063-2. CrossRefPubMed

Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317–333. https://doi.org/10.1111/j.1467-8624.2004.00673.x. CrossRefPubMed

Côté, S., Tremblay, R. E., Nagin, D., Zoccolillo, M., & Vitaro, F. (2002). The development of impulsivity, fearfulness. and helpfulness during childhood. Journal of Child Psychology and Psychiatry, 43, 609–618. https://doi.org/10.1111/1469-7610.00050. CrossRefPubMed

Daniel, E., Madigan, S., & Jenkins, J. (2016). Paternal and maternal warmth and the development of prosociality among preschoolers. Journal of Family Psychology, 30, 114–124. https://doi.org/10.1037/fam0000120. CrossRefPubMed

Davidov, M., & Grusec, J. E. (2006). Untangling the links of parental responsiveness to distress and warmth to child outcomes. Child Development, 77, 44–58. https://doi.org/10.1111/j.1467-8624.2006.00855.x. CrossRefPubMed

Denham, S. A., Bassett, H., Mincic, M., Kalb, S., Way, E., Wyatt, T., & Segal, Y. (2012). Social–emotional learning profiles of preschoolers’ early school success: A person-centered approach. Learning and Individual Differences, 22(2), 178–189. https://doi.org/10.1016/j.lindif.2011.05.001.

Dennis, T. (2006). Emotional self-regulation in preschoolers: The interplay of child approach reactivity, parenting, and control capacities. Developmental Psychology, 42, 84–97. https://doi.org/10.1037/0012-1649.42.1.84. CrossRefPubMed

Dovis, S., Van der Oord, S., Wiers, R. W., & Prins, P. J. (2012). Can motivation normalize working memory and task persistence in children with attention-deficit/hyperactivity disorder? The effects of money and computer-gaming. Journal of Abnormal Child Psychology, 40(5), 669–681. https://doi.org/10.1007/s10802-011-9601-8. CrossRefPubMed

Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. In G. J. Duncan & R. J. Murnane (Eds.), Whither Opportunity (pp. 47–69). New York: Sage.

Easterbrooks, M. A., & Goldberg, W. A. (1984). Toddler development in the family: Impact of father involvement and parenting characteristics. Child Development, 55, 740–752. CrossRefPubMed

Eisenberg, N., Guthrie, I. K., Fabes, R. A., Shepard, S., Losoya, S., Murphy, B., et al. (2000). Prediction of elementary school children's externalizing problem behaviors from attentional and behavioral regulation and negative emotionality. Child Development, 71(5), 1367–1382. https://doi.org/10.1111/1467-8624.00233. CrossRefPubMed

Feldman, R. (2003). Infant–mother and infant–father synchrony: The coregulation of positive arousal. Infant Mental Health Journal, 24, 1–23. https://doi.org/10.1002/imhj.10041. CrossRef

Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154. CrossRef

Hollingshead, A. B. (1975). Four factor index of social status. New Haven: Yale University.

Hoza, B., Waschbusch, D. A., Owens, J. S., Pelham, W. E., & Kipp, H. (2001). Academic task persistence of normally achieving ADHD and control boys: Self-evaluations and attributions. Journal of Consulting and Clinical Psychology, 69(2), 271–283. https://doi.org/10.1037/0022-006X.69.2.271. CrossRefPubMed

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. CrossRef

Kim, S., & Kochanska, G. (2012). Child temperament moderates effects of parent–child mutuality on self-regulation: A relationship-based path for emotionally negative infants. Child Development, 83, 1275–1289. https://doi.org/10.1111/j.1467-8624.2012.01778.x. CrossRefPubMedPubMedCentral

Kochanska, G., & Aksan, N. (2004). Development of mutual responsiveness between parents and their young children. Child Development, 75, 1657–1676. https://doi.org/10.1111/j.1467-8624.2004.00808.x. CrossRefPubMed

Kochanska, G., & Knaack, A. (2003). Effortful control as a personality characteristic of young children: Antecedents, correlates, and consequences. Journal of Personality, 71(6), 1087–1112. https://doi.org/10.1111/1467-6494.7106008. CrossRefPubMed

Krantz, M., & Scarth, L. (1979). Task persistence and adult assistance in the preschool. Child Development, 578–581.

Lamb, M. E., & Lewis, C. (2013). Father-child relationships. In N. J. Cabrera & C. S. Tamis-LeMonda (Eds.), Handbook of father involvement: Multidisciplinary perspectives (2nd ed., pp. 119–135). New York: Routledge.

Little, R. J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198–1202. CrossRef

Lunkenheimer, E., Kemp, C. J., & Albrecht, E. C. (2013). Contingencies in mother-child teaching interactions and behavioral regulation and dysregulation in early childhood. Social Development, 22, 319–339. https://doi.org/10.1111/sode.12016. CrossRefPubMed

Lunkenheimer, E., Kemp, C. J., Lucas-Thompson, R. G., Cole, P. M., & Albrecht, E. C. (2017a). Assessing biobehavioural self-regulation and coregulation in early childhood: The Parent-Child Challenge Task. Infant and Child Development, 26( 1). https://doi.org/10.1002/icd.1965.

Lunkenheimer, E., Ram, N., Skowron, E., & Yin, P. (2017b). Harsh parenting, child behavior problems, and the dynamic coupling of parents’ and children’s positive behaviors. Journal of Family Psychology, 31(6), 689–698. https://doi.org/10.1037/fam0000310. CrossRefPubMedPubMedCentral

Martin, A., Ryan, R. M., & Brooks-Gunn, J. (2013). Longitudinal associations among interest, persistence, supportive parenting, and achievement in early childhood. Early Childhood Research Quarterly, 28, 658–667. https://doi.org/10.1016/j.ecresq.2013.05.003. CrossRef

Maslin-Cole, C., Bretherton, I., & Morgan, G. A. (1993). Toddler mastery motivation and competence: Links with attachment security, maternal scaffolding, and family climate. In D. J. Messer (Ed.), Mastery motivation in early childhood: Development, measurement, and social processes (pp. 205–229). New York: Routledge.

Masyn, K. E. (2013). Latent class analysis and finite mixture modeling. In T. D. Little (Ed.), Oxford library of psychology. The Oxford handbook of quantitative methods: Statistical analysis (pp. 551–611). New York: Oxford University Press.

McBride, B. A., Schoppe, S. J., & Rane, T. R. (2002). Child characteristics, parenting stress, and parental involvement: Fathers versus mothers. Journal of Marriage and Family, 64, 998–1011. https://doi.org/10.1111/j.1741-3737.2002.00998.x. CrossRef

McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28, 314–324. https://doi.org/10.1016/j.ecresq.2012.07.008. CrossRefPubMed

McWayne, C. M., Fantuzzo, J. W., & McDermott, P. A. (2004). Preschool competency in context: An investigation of the unique contribution of child competencies to early academic success. Developmental Psychology, 40, 633–645. https://doi.org/10.1037/0012-1649.40.4.633. CrossRefPubMed

Mokrova, I. L., O’Brien, M., Calkins, S. D., Leerkes, E. M., & Marcovitch, S. (2012). Links between family social status and preschoolers’ persistence: The role of maternal values and parenting. Infant and Child Development, 21(6), 617–633. https://doi.org/10.1002/icd.1761. CrossRefPubMedPubMedCentral

Nagin, D. S., & Odgers, C. L. (2012). Group-based trajectory modeling in developmental science. In B. Laursen, T. D. Little, & N. A. Card (Eds.), Handbook of developmental research methods (pp. 464–480). New York: Guilford Press.

Neitzel, C., & Stright, A. D. (2003). Mothers' scaffolding of children's problem solving: Establishing a foundation of academic self-regulatory competence. Journal of Family Psychology, 17(1), 147–159. https://doi.org/10.1037/0893-3200.17.1.147. CrossRefPubMed

Olson, S. L., & Sameroff, A. J. (1997). Social risk and self-regulation problems in early childhood. Bethesda: National Institute of Mental Health.

Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12(3), 263–280. https://doi.org/10.1016/S0885-2006(97)90003-X. CrossRef

Pino-Pasternak, D., & Whitebread, D. (2010). The role of parenting in children’s self-regulated learning. Educational Research Review, 5(3), 220–242. https://doi.org/10.1016/j.edurev.2010.07.001. CrossRef

Pratt, M. W., Kerig, P., Cowan, P. A., & Cowan, C. P. (1988). Mothers and fathers teaching 3-year-olds: Authoritative parenting and adult scaffolding of young children's learning. Developmental Psychology, 24(6), 832–839. CrossRef

Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71(4), 361–377.

Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958–972. https://doi.org/10.1037/a0015861. CrossRefPubMed

Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 99–166). New York: Wiley.

Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child Development, 72, 1394–1408. https://doi.org/10.1111/1467-8624.00355. CrossRefPubMed

Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 30, 20–31. https://doi.org/10.1016/j.ecresq.2014.08.001. CrossRef

Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195–208. https://doi.org/10.1207/s15326985ep3204_1. CrossRef

Sigman, M., Cohen, S. E., Beckwith, L., & Topinka, C. (1987). Task persistence in 2-year-old preterm infants in relation to subsequent attentiveness and intelligence. Infant Behavior and Development, 10(3), 295–305. CrossRef

Stright, A. D., Herr, M. Y., & Neitzel, C. (2009). Maternal scaffolding of children's problem solving and children’s adjustment in kindergarten: Hmong families in the United States. Journal of Educational Psychology, 101, 207–218. https://doi.org/10.1037/a0013154. CrossRef

Tamis-LeMonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and mothers at play with their 2- and 3-year-olds: Contributions to language and cognitive development. Child Development, 75, 1806–1820. https://doi.org/10.1111/j.1467-8624.2004.00818.x. CrossRefPubMed

Thompson, R. A., Lewis, M. D., & Calkins, S. D. (2008). Reassessing emotion regulation. Child Development Perspectives, 2, 124–131. https://doi.org/10.1111/j.1750-8606.2008.00054.x. CrossRef

Thomson, K. C., Guhn, M., Richardson, C. G., Ark, T. K., & Shoveller, J. (2017). Profiles of children's social–emotional health at school entry and associated income, gender and language inequalities: A cross-sectional population-based study in British Columbia, Canada. BMJ Open, 7(7), e015353. https://doi.org/10.1136/bmjopen-2016-015353. CrossRefPubMedPubMedCentral

Tofighi, D., & Enders, C. K. (2008). Identifying the correct number of classes in growth mixture models. In G. R. Hancock & K. M. Samuelsen (Eds.), Advances in latent variable mixture models (pp. 317–341). Greenwich: Information Age Publishing.

van Ryzin, M. J., Chatham, M., Kryzer, E., Kertes, D. A., & Gunnar, M. R. (2009). Identifying atypical cortisol patterns in young children: The benefits of group-based trajectory modeling. Psychoneuroendocrinology, 34, 50–61. https://doi.org/10.1016/j.psyneuen.2008.08.014. CrossRefPubMed

Volling, B. L., Kolak, A. M., & Blandon, A. Y. (2009). Family subsystems and children’s self-regulation. In S. L. Olson & A. Sameroff (Eds.), Regulatory processes in the development of childhood behavior problems (pp. 238–257). New York: Cambridge University Press.

Wakschlag, L. S., Briggs-Gowan, M. J., Hill, C., Danis, B., Leventhal, B. L., Keenan, K., et al. (2008). Observational assessment of preschool disruptive behavior, part II: validity of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). Journal of the American Academy of Child & Adolescent Psychiatry, 47(6), 632–641. https://doi.org/10.1097/CHI.0b013e31816c5c10. CrossRef

Wechsler, D. (1991). Wechsler Intelligence Scale for Children – Third edition (WISC-III). New York: Psychological Corporation.

Wechsler, D. (2002). Wechsler Preschool and Primary Scale of Intelligence - Third edition (WPPSI-III). San Antonio: Pearson/Psychological Corporation.

Titel: Preschoolers’ Self-Regulation in Context: Task Persistence Profiles with Mothers and Fathers and Later Attention Problems in Kindergarten
Auteurs:: Erika Lunkenheimer
Carlomagno Panlilio
Frances M. Lobo
Sheryl L. Olson
Catherine M. Hamby
Publicatiedatum: 16-01-2019
DOI: https://doi.org/10.1007/s10802-019-00512-x
Uitgeverij: Springer US
Tijdschrift: Research on Child and Adolescent Psychopathology An official publication of the International Society for Research in Child and Adolescent Psychopathology
Uitgave 6/2019
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Preschoolers’ Self-Regulation in Context: Task Persistence Profiles with Mothers and Fathers and Later Attention Problems in Kindergarten

Publisher’s Note

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Publisher’s Note

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 6/2019

Herbert C. Quay (1929–2019)

Examination of the Structure and Measurement of Inattentive, Hyperactive, and Impulsive Behaviors from Preschool to Grade 4

Cognitive and Emotional Profiles of CU Traits and Disruptive Behavior in Adolescence: a Prospective Study

Adolescent Depression and Substance Use: the Protective Role of Prosocial Peer Behavior

Can Self-Persuasion Reduce Hostile Attribution Bias in Young Children?

Anger, Sympathy, and Children’s Reactive and Proactive Aggression: Testing a Differential Correlate Hypothesis