Inhibitory Control, Dyadic Social Behavior, and Mental Health Difficulties in Preschoolers

Autor/inn/en	Hassan, Raha; Schmidt, Louis A.
Titel	Inhibitory Control, Dyadic Social Behavior, and Mental Health Difficulties in Preschoolers
Quelle	In: Child Development, 93 (2022) 3, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hassan, Raha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13725
Schlagwörter	Self Control; Social Behavior; Mental Health; Mental Disorders; Preschool Children; Individual Differences + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Social behaviour; Soziales Verhalten; Psychohygiene; Mental illness; Geisteskrankheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Individueller Unterschied
Abstract	Although inhibitory control is typically associated with positive outcomes, several theoretical frameworks suggest that too little "and" too much inhibitory control may be problematic. Using a longitudinal, latent variable approach, we examined whether a multi-method index of inhibitory control at Time 1 (N = 105, 52 girls, M[subscript age] = 3.50 years, 87% White) predicted observed social behavior with an unfamiliar peer and maternal report of preschoolers' mental health difficulties at Time 2 (M[subscript age] = 4.76 years). Data collection occurred between 2017 and 2019. Inhibitory control displayed a U-shaped relation with prospective outcomes, where high "and" low levels of inhibitory control were associated with higher levels of avoidant social behaviors and mental health difficulties. The results are discussed in the context of under- and over-regulation in understanding individual differences in children's social behavior and mental health difficulties. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01