Children's Self-Efficacy as a Buffer of Temperamental Inhibition and Impulsivity in the Prediction of Internalizing and Externalizing Behaviors.

IF 2.7 2区 心理学 Q1 PSYCHOLOGY, CLINICAL
Yensy N Sanchez, Lucia Q Parry, Vanessa T Cao, Patrick T Davies, Melissa L Sturge-Apple
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Abstract

This study tested children's self-efficacy as a moderator of the associations among temperamental indices of impulsivity and inhibition and their subsequent internalizing and externalizing behaviors two years later. Participants included 243 families, including mothers and preschool children (M age = 4.60 years; 56% girls; 54% Black or multi-racial, 19% Latinx; median annual income = $36,000). The current study utilized a multi-method, multi-informant longitudinal design with two measurement occasions spaced two years apart. Findings from the structural equation modeling analyses indicated that the latent interaction between children's behavioral inhibition and self-efficacy selectively predicted residualized change in their internalizing symptoms over a two-year period, β = -.22, p = .02. In contrast, the latent interaction between children's impulsivity and self-efficacy specifically predicted residualized change in their externalizing symptoms across the two-year timespan, β = -.18, p = .03. Follow up analyses of the two interactions supported the hypothesis that self-efficacy buffered children from the specific risks associated with exhibiting high levels of impulsivity and behavioral inhibition.

儿童自我效能在预测内化和外化行为中对气质抑制和冲动的缓冲作用。
本研究在两年后测试了儿童自我效能对冲动性和抑制性气质指标及其随后的内化和外化行为之间的关联的调节作用。参与者包括243个家庭,包括母亲和学龄前儿童(M年龄= 4.60岁;56%是女孩;54%是黑人或多种族,19%是拉丁裔;平均年收入= 36000美元)。目前的研究采用了多方法、多信息的纵向设计,两次测量间隔两年。结构方程模型分析的结果表明,儿童行为抑制和自我效能之间的潜在相互作用选择性地预测了其内在症状在两年期间的剩余变化,β = - 0.22, p = 0.02。相比之下,儿童冲动性和自我效能之间的潜在相互作用特别预测了他们在两年时间跨度内外化症状的剩余变化,β = - 0.18, p = 0.03。对这两种相互作用的后续分析支持了一种假设,即自我效能缓冲了儿童与表现出高水平的冲动和行为抑制相关的特定风险。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Research on Child and Adolescent Psychopathology
Research on Child and Adolescent Psychopathology Psychology-Developmental and Educational Psychology
CiteScore
5.00
自引率
4.00%
发文量
107
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