“…For example, research has shown that children’s skill at theory of mind tasks (Harwood & Farrar, 2006) and temperamental characteristics, such as dispositional emotional intensity (Garner & Power, 1996) and fearfulness (van der Mark, van Ijzendoorn, & Bakermans-Kranenberg, 2002), are associated with their emotional competence. Furthermore, children’s temperamental characteristics have been found to interact with emotional support in predicting academic outcomes (Curby, Rudasill, Edwards, & Perez-Edgar, 2011), and to influence mothers’ socialization behaviors (Eisenberg & Fabes, 1994).…”