Contemporary Instruments for Assessing Early Temperament by Questionnaire and in the Laboratory

Goldsmith, H. Hill; Rothbart, Mary K.

doi:10.1007/978-1-4899-0643-4_16

Cited by 345 publications

(315 citation statements)

References 21 publications

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“…Our concerns regarding rater subjectivity were at least partially addressed in the IBQ-R and ECBQ, through utilization of items that ask only about recently occurring events, and inquiring about concrete child behaviours, rather than asking parents to make abstract or comparative judgments (Rothbart & Goldsmith, 1985). Also easing our concern, interparent agreement has been established for the IBQ-R, and ECBQ, (Gartstein & Rothbart, 2003;Rothbart et al, 2001 (Rothbart, 1981) and Toddler Behaviour Assessment Questionnaire (TBAQ; Goldsmith, 1996) on which the IBQ-R and ECBQ are based (Goldsmith & Rothbart, 1991), suggesting a substantial objective component to parent ratings.…”

Section: Discussionmentioning

confidence: 99%

“…Buss & Goldsmith, 2000;Goldsmith & Rothbart, 1991). It should be noted, however, that observational measures are also prone to error, including problems related to characteristics of the rater or experimenter, effects of the measure on child behaviours, and interactions between experimenter and measure characteristics (Rothbart & Goldsmith, 1985).…”

Section: Discussionmentioning

confidence: 99%

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Homotypic and heterotypic continuity of fine‐grained temperament during infancy, toddlerhood, and early childhood

Putnam

Rothbart

Gartstein

2008

Infant and Child Development

287

256

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Longitudinal continuity was investigated for fine‐grained and factor‐level aspects of temperament measured with the Infant Behaviour Questionnaire‐Revised (IBQ‐R), Early Childhood Behaviour Questionnaire (ECBQ), and Children's Behaviour Questionnaire (CBQ). Considerable homotypic continuity was found. Convergent and discriminant validity of the measures was supported, as all fine‐grained dimensions exhibited stability across adjacent measurement periods, and all scales found on both the ECBQ and CBQ were most highly correlated with their equivalent scales. At the factor level, Surgency and Negative Affect factors were stable across all time points, and Effortful Control/Regulatory Capacity was stable across adjacent time periods. High‐Intensity Pleasure, Activity Level, and Impulsivity contributed strongly to continuity of Surgency, and Sadness, Frustration, and Falling Reactivity played strong roles in the continuity of Negative Affect. Heterotypic continuity was also found. High levels of Infant Surgency predicted high toddler Effortful Control, whereas high toddler Surgency predicted low Effortful Control in preschoolers. Infant Surgency dimensions especially predicted Toddler Attention Shifting and Low‐Intensity Pleasure, and toddler Activity Level was most closely associated with later deficits in Effortful Control. Inverse relations were also obtained between Negative Affect and Effortful Control, with substantial negative connections between toddler Negative Affect and preschool Attention Focusing and Inhibitory Control. Copyright © 2008 John Wiley & Sons, Ltd.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Homotypic and heterotypic continuity of fine‐grained temperament during infancy, toddlerhood, and early childhood

Putnam

Rothbart

Gartstein

2008

Infant and Child Development

287

256

View full text Add to dashboard Cite

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“…To determine overlapping items, temperament items from the Child Behavior Questionnaire (CBQ; Goldsmith & Rothbart, 1991;Rothbart, Ahadi, Hershey, & Fisher, 2001) reflecting attention shifting, attention focusing, inhibitory control, sadness, and anger, and child psychopathology items reflecting externalizing and internalizing problems from the CBCL (Achenbach, 1991b) were rated by experts. Specifically, 32 experts in the field of temperament and child psychopathology (24 faculty, 8 graduate students) completed a questionnaire measure assessing how much each item reflected either temperament or behavior problems (1 = much better measure of temperament; 3 = not a better measure of temperament or symptoms, substantial content for both; 5 = much better measure of symptoms than temperament).…”

Section: Methodsmentioning

confidence: 99%

The Relations of Effortful Control and Impulsivity to Children's Resiliency and Adjustment

et al. 2004

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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

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“…Effortful control: Parents and teachers rated children's effortful control (from 1 = extremely untrue of my/this child to 7 = extremely true of my/this child) on two subscales from Rothbart's Child Behavioral Questionnaire (Goldsmith & Rothbart, 1991;Rothbart et al, 2001): (a) the 12-item inhibitory control subscale, which assesses children's ability to regulate his or her behavior (e.g., "Can lower his/her voice when asked to do so") and (b) the 13-item attentionfocusing subscale, which assesses children's ability to concentrate on a task when needed (e.g., "When drawing or reading a book, shows strong concentration"). Two items from the teacherreported attention-focusing scale (i.e., "Has difficulty leaving a project s/he has begun" and "Will ignore others when working on an interesting job") were dropped due to negative item -total correlations.…”

Section: Child Temperament (W1)mentioning

confidence: 99%

Relations of Parenting and Temperament to Chinese Children’s Experience of Negative Life Events, Coping Efficacy, and Externalizing Problems

et al. 2008

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The relations of parenting and temperament (effortful control and anger/frustration) to children's externalizing problems were examined in a 3.8-year longitudinal study of 425 native Chinese children (6 -9 years) from Beijing. Children's experience of negative life events and coping efficacy were examined as mediators in the parenting and temperament-externalizing relations. Parents reported on their own parenting. Parents and teachers rated temperament. Children reported on negative life events and coping efficacy. Parents, teachers, children, or peers rated children's externalizing problems. Authoritative and authoritarian parenting and anger/frustration uniquely predicted externalizing problems. The relation between authoritarian parenting and externalizing was mediated by children's coping efficacy and negative school events. The results suggest there is some crosscultural universality in the developmental pathways for externalizing problems.The development of externalizing problems (i.e., aggression and rule-breaking/delinquent behaviors; Achenbach, 2001) has been related to both parenting and child temperament (Dodge, Coie, & Lynam, 2006). Due to the frequent covariation between parenting and temperament (Sanson & Rothbart, 1995), it is important to study their unique relations to externalizing problems. Moreover, relatively little is known regarding the processes underlying the relations of parenting and temperament to externalizing problems. We addressed these questions by examining the prospective and unique relations of authoritative and authoritarian parenting and temperamental effortful control and anger/frustration to school-age children's externalizing problems in urban China. We further tested whether children's experience of negative life events (NLEs) and coping efficacy (CE) partly mediated the parenting-and NIH Public Access Author ManuscriptChild Dev. Author manuscript; available in PMC 2009 October 15. Published in final edited form as:Child Dev. 2008 ; 79(3): 493-513. doi:10.1111/j.1467-8624.2008.01139.x. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript temperament-externalizing relations. This study provided a unique opportunity to examine the cross-cultural generalizability of developmental theories on externalizing problems. Unique Relations of Parenting and Temperament to Chinese Children's Externalizing Problems ParentingIn their coercive social learning theory, Patterson and colleagues (Patterson, 1982;Reid, Patterson, & Snyder, 2002) hypothesized that coercive and punitive parenting plays a key role in training children's externalizing behaviors. The coercive training process often begins with the parent's aversive intrusion into the child's activities (e.g., scolding or punishing the child for an undesirable behavior), followed by the child's negative reactions (e.g., yelling and complaining) and negative reinforcement of this aversive behavior by parental withdrawal of demands. The theory was supported by longitudinal studies revealing a positive r...

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Contemporary Instruments for Assessing Early Temperament by Questionnaire and in the Laboratory

Cited by 345 publications

References 21 publications

Homotypic and heterotypic continuity of fine‐grained temperament during infancy, toddlerhood, and early childhood

Homotypic and heterotypic continuity of fine‐grained temperament during infancy, toddlerhood, and early childhood

The Relations of Effortful Control and Impulsivity to Children's Resiliency and Adjustment

Relations of Parenting and Temperament to Chinese Children’s Experience of Negative Life Events, Coping Efficacy, and Externalizing Problems

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