The purpose of this study was to examine the relation of different types of negative emotion and regulation and control to 55- to 97-month-olds' internalizing and externalizing problem behaviors. Parents and teachers provided information on children's (N = 214) adjustment, dispositional regulation and control, and emotion, and children's regulation was observed during several behavioral tasks. Internalizing was defined in two ways: as social withdrawal (to avoid overlap of items with measures of emotionality) or, more broadly, as anxiety, depression, and psychosomatic complaints. In general, children with externalizing problems, compared with children with internalizing problems and nondisordered children, were more prone to anger, impulsivity, and low regulation. Children with internalizing symptoms were prone to sadness, low attentional regulation, and low impulsivity. Relations between internalizing problems and emotionality were more frequent when the entire internalizing scale was used. Findings suggest that emotion and regulation are associated with adjustment in systematic ways and that there is an important difference between effortful control and less voluntary modes of control.

The purpose of the study was to examine the relations of effortful control (EC), impulsivity, and negative emotionality to at least borderline clinical levels of symptoms and change in maladjustment over four years. Children's (N = 214; 77% European American; M age = 73 months) externalizing and internalizing symptoms were rated by parents and teachers at 3 times, 2 years apart (T1, T2, and T3) and were related to children's adult-rated EC, impulsivity, and emotion. In addition, the authors found patterns of change in maladjustment were related to these variables at T3 while controlling for the T1 predictor. Externalizing problems (pure or co-occurring with internalizing problems) were associated with low EC, high impulsivity, and negative emotionality, especially anger, and patterns of change also related to these variables. Internalizing problems were associated with low impulsivity and sadness and somewhat with high anger. Low attentional EC was related to internalizing problems only in regard to change in maladjustment. Change in impulsivity was associated with change in internalizing primarily when controlling for change in externalizing problems. Keywords regulation; effortful control; externalizing problems; internalizing problemsIn recent years, there has been increasing evidence of concurrent and longitudinal relations between children's temperamental characteristics and their maladjustment (Rothbart & Bates, 2006). However, in most of this research, investigators have not differentiated between effortful components of temperamentally based self-regulation (effortful control) and reactive control-related aspects of temperament (e.g., impulsivity), or among various negative emotions. In addition, investigators often have used continuous measures of internalizing or externalizing problem behavior so findings relevant to borderline or clinical levels of problem behaviors were not examined, and issues pertaining to co-occurring symptoms or comorbidity, as indexed in many studies, were not considered. In the present study, relations of effortful control, impulsivity, anger, and sadness to contemporaneous and future externalizing and internalizing problems (co-occurring or pure), as well as to change or stability in maladjustment status, were examined in a 4-year longitudinal study. Dispositional Regulation, Reactivity, and MaladjustmentTemperament has been defined as "constitutionally based individual differences in reactivity and self-regulation, in the domains of affect, activity, and attention" (Rothbart & Bates, 2006, p. 100). Self-regulation refers to "processes such as effortful control and orienting that function to modulate reactivity" whereas reactivity refers to "the arousability of motor, affective, and sensory response systems" (Rothbart, Ahadi, Hersey, & Fisher, 2001, p. 1395. Effortful Control, Reactive Behavioral Undercontrol (Reactivity), and MaladjustmentThe component of temperament associated with voluntary self-regulation is effortful control (EC), defined as "the efficiency of ex...

The unique relations of effortful control and impulsivity to resiliency and adjustment were examined when children were 4.5 to 8 years old, and 2 years later. Parents and teachers reported on all constructs and children's attentional persistence was observed. In concurrent structural equation models, effortful control and impulsivity uniquely and directly predicted resiliency and externalizing problems and indirectly predicted internalizing problems (through resiliency). Teacher-reported anger moderated the relations of effortful control and impulsivity to externalizing problems. In the longitudinal model, all relations held at T2 except for the path from impulsivity to externalizing

The relations between mothers' expressed positive and negative emotion and 55-79-month-olds' (76% European American) regulation, social competence, and adjustment were examined. Structural equation modeling was used to test the plausibility of the hypothesis that the effects of maternal expression of emotion on children's adjustment and social competence are mediated through children's dispositional regulation. Mothers' expressed emotions were assessed during interactions with their children and with maternal reports of emotions expressed in the family. Children's regulation, externalizing and internalizing problems. and social competence were rated by parents and teachers, and children's persistence was surreptitiously observed. There were unique effects of positive and negative maternal expressed emotion on children's regulation. and the relations of maternal expressed emotion to children's externalizing problem behaviors and social competence were mediated through children's regulation. Alternative models of causation were tested; a child-directed model in which maternal expressivity mediated the effects of child regulation on child outcomes did not fit the data as well.

The relations of children's internalizing and externalizing problem behaviors to their concurrent regulation, impulsivity (reactive undercontrol), anger, sadness, and fearfulness and these aspects of functioning 2 years prior were examined. Parents and teachers completed measures of children's (N = 185; ages 6 through 9 years) adjustment, negative emotionality, regulation, and behavior control; behavioral measures of regulation also were obtained. In general, both internalizing and externalizing problems were associated with negative emotionality. Externalizers were low in effortful regulation and high in impulsivity, whereas internalizers, compared with nondisordered children, were low in impulsivity but not effortful control. Moreover, indices of negative emotionality, regulation, and impulsivity with the level of the same variables 2 years before controlled predicted stability versus change in problem behavior status.

Improving juvenile court decision making requires information about how serious adolescent offenders desist from antisocial activity. A systematic research agenda on this topic requires consideration of several processes, including normative development in late adolescence, what constitutes desistance, and the factors likely to promote the end of involvement in antisocial behavior and successful adjustment in early adulthood. This article presents an overview of the major points to consider in pursuing this research agenda. Keywordsdesistance from crime; juvenile delinquency careers; stopping antisocial behaviorWe have always expected a great deal from the juvenile justice system. On one hand, the system is charged with keeping communities safe, using theories and approaches-such as deterrence or incapacitation-that are common to the criminal justice system. In recent years, juvenile courts have the added responsibility to ensure that its responses are proportional, making sure NIH Public Access

The purpose of this study was to examine the moderating role of individual differences in negative emotionality in the relations of behavioral and attentional (emotional) regulation to externalizing problem behaviors. Teachers' and one parent's reports of children's regulation (attentional and behavioral), emotionality, and problem behavior were obtained when children were in kindergarten to grade 3 and two years later ( N ϭ 169; 146 in major analyses); children's behavioral regulation also was assessed with a measure of persistence. According to the best fitting structural equation model, at two ages behavioral dysregulation predicted externalizing behavior problems for children both high and low in negative emotionality, whereas prediction of problem behavior from attentional control was significant only for children prone to negative emotionality. There were unique, additive effects of behavioral and attentional regulation for predicting problem behavior as well as moderating effects of negative emotionality for attentional regulation.

This study examined the concurrent and cross-time relations of parental observed warmth and positive expressivity to children's situational facial and self-reported empathic responding, social competence, and externalizing problems in a sample of 180 elementary school children. Data was collected when the children were in second to fifth grades (age: M = 112.8 months), and again 2 years later. Cross-sectional and longitudinal structural equation models supported the hypothesis that parents' (mostly mothers') positive expressivity mediated the relation between parental warmth and children's empathy, and children's empathy mediated the relation between parental positive expressivity and children's social functioning. These relations persisted after controlling for prior levels of parenting and child characteristics. Moreover, concurrent and cross-time consistencies were found on measures of parenting, children's situational empathic responding, and social functioning.