Early Predictors of Escalating Internalizing Problems across Middle Childhood

Autor/inn/en	Wang, Cen; Williams, Kate E.; Shahaeian, Ameneh; Harrison, Linda J.
Titel	Early Predictors of Escalating Internalizing Problems across Middle Childhood
Quelle	In: School Psychology Quarterly, 33 (2018) 2, S.200-212 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000218
Schlagwörter	Predictor Variables; Behavior Problems; Parenting Styles; Parent Child Relationship; Mental Disorders; Mothers; Socioeconomic Status; Longitudinal Studies; Peer Relationship; Prediction; Age Differences; Growth Models; Foreign Countries; Kindergarten; Mother Attitudes; Self Control; Gender Differences; Intervention; Identification; Faculty Development; Well Being; Child Behavior; Questionnaires; Screening Tests; Factor Analysis; Goodness of Fit; Psychological Patterns; Statistical Analysis; Australia; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Prädiktor; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mental illness; Geisteskrankheit; Mother; Mutter; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Vorhersage; Age; Difference; Age difference; Altersunterschied; Ausland; Mutterliebe; Selbstbeherrschung; Geschlechterkonflikt; Identifikation; Identifizierung; Well-being; Wellness; Wohlbefinden; Fragebogen; Screening-Verfahren; Faktorenanalyse; Statistische Analyse; Australien
Abstract	The objective of this study is to examine the trajectory of internalizing problems across middle childhood among a population sample of Australian children, and to understand the timing of explanatory factors related to children's development of internalizing problems, by using multiple-indicator latent growth curve modeling. Participants were children, parents, and teachers in the Longitudinal Study of Australian Children (LSAC) Kindergarten (K) cohort (n = 3,153). Mothers reported on children's internalizing problems at 3 time points (6-7, 8-9, and 10-11 years). Explanatory factors included gender, emotional regulation skills, externalizing problems, peer relationships, parenting behaviors, socioeconomic status, and maternal mental health reported by mothers and teachers at 2 time points (4-5 years and 6-7 years). Growth modeling identified an increasing trajectory of internalizing problems over time. Initial levels were predicted by concurrent (6-7 years) emotional dysregulation, externalizing problems, angry parenting, and maternal mental health problems, as well as earlier (4-5 years) peer problems and maternal mental health. Escalation in internalizing problems was predicted by externalizing problems, peer problems, maternal mental health at 4-5 years, and emotional dysregulation and peer problems at 6-7 years. Girls had both higher initial levels and faster escalation of internalizing problems than boys. The findings provide ecological and developmental evidence and insights for effective intervention. Identifying and addressing early problems with peers may be particularly important to avoid the risk of escalating internalizing problems. Professional development sessions for educators to promote and support children's emotional regulation and peer interaction skills are likely to have a positive impact on children's well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01