Preschool Anger, Activity Level, Inhibitory Control, and Behavior Problems: A Family Study Approach

IF 1.2 4区心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-01-25 DOI:10.13110/MERRPALMQUAR1982.66.4.0339

Ogechi K. Jeffrey R. Nwadinobi, Jeffrey R. Gagne

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引用次数: 2

Abstract

Abstract:The temperament dimensions of anger, activity level (AL), and inhibitory control (IC) are representative of Rothbart’s negative affectivity, surgency, and effortful control factors, and are consistently related to child behavioral problems. Using parent and observer ratings of child temperament, we investigated links between anger, AL, IC, behavior problems (attention-deficit hyperactivity disorder [ADHD], aggression, and externalizing) and maternal characteristics in 201 preschoolers and their parents. Anger, AL, and IC were associated with one another and the three behavior problems in the expected directions. Parent-rated temperament was associated with all behavioral problems across analyses. However, in more rigorous regression analyses, observer-rated AL and IC were linked with ADHD, anger was associated with aggression, and hyperactivity was linked with externalizing problems, showing some specificity. Maternal education moderated the relationship between observed anger and externalizing problems. Results indicate that multimethod assessment approaches enable a more contextualized interpretation of early child temperament and behavior-problem research.

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学龄前儿童愤怒、活动水平、抑制控制与行为问题:一个家庭研究方法

摘要愤怒、活动水平(AL)和抑制控制(IC)的气质维度是Rothbart的负性情感、紧急性和努力性控制因素的代表，并且与儿童行为问题具有一致性。利用父母和观察者对儿童气质的评分，我们调查了201名学龄前儿童及其父母的愤怒、AL、IC、行为问题(注意缺陷多动障碍[ADHD]、攻击和外化)和母亲特征之间的联系。愤怒、AL和IC相互关联，并且这三种行为问题在预期的方向上存在关联。在分析中，父母评定的气质与所有行为问题都有关。然而，在更严格的回归分析中，观察者评价的AL和IC与ADHD有关，愤怒与攻击有关，多动与外化问题有关，显示出一些特异性。母亲教育缓和了观察到的愤怒和外化问题之间的关系。结果表明，多方法评估方法能够更情境化地解释早期儿童气质和行为问题的研究。

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来源期刊

Merrill-Palmer Quarterly-Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.