Longitudinal Pathways From Shyness in Early Childhood to Personality in Adolescence: Do Peers Matter?

Temperamental shyness in childhood is theorized to be an important contributor for adolescent personality. However, empirical evidence for such pathways is scarce. Using longitudinal data (N = 939 children, 51% boys) across 17 years, the aim of this study was to examine how shyness development throughout childhood predicted personality traits in adolescence, and the role of peers in these associations. Results from piecewise latent growth curve modeling showed early shyness levels to predict lower emotional stability and openness in adolescence, whereas early shyness levels and growth across childhood predicted lower extraversion. Peer problems in early adolescence accounted for these associations. This study is the first to demonstrate the role of childhood shyness and peer relations for adolescents' personality development.

Pathways to behavior problems in Norwegian kindergarten children: The role of parent emotion socialization and child emotion understanding.

More than two decades of research have shown that parental emotion-related socialization behaviors (ERSBs) significantly predict child emotion understanding and externalizing behavior problems. This study aimed to replicate these findings in a sample of 40 Norwegian preschool children and to test whether the effect of parental ERSBs on externalizing child behavior problems was mediated through child emotion understanding. Parental report on ERSBs was obtained using the Coping with Children's Negative Emotions Scale (CCNES) questionnaire. Child emotion understanding was assessed directly using the Test of Emotion Comprehension (TEC). The results showed that parental distress reactions and externalizing child behavior problems were significantly correlated and that parental expressive encouragement was significantly correlated with child emotion understanding. Estimation of indirect effects was conducted using process analysis and showed that parental expressive encouragement was indirectly related to externalizing child behavior problems (b = -0.17) via child emotion understanding. The results suggest that better child emotion understanding, and lower parental distress are related to lower levels of behavior problems in preschool children. These findings provide support for the Parental Meta-Emotion Philosophy (PMEP) model, where the effect of parental emotion socialization on externalizing child behavior problems is mediated through emotion understanding.

Predicting Well-Being and Internalizing Symptoms in Late Adolescence From Trajectories of Externalizing Behavior Starting in Infancy.

This study aimed to examine the long-term prediction of well-being and internalizing symptoms from trajectories of externalizing behavior problems in 921 children from a population-based sample. We found that a high stable trajectory of externalizing behavior from infancy (age 1.5) to mid-adolescence (age 14.5) predicted lower scores on life satisfaction and flourishing for both girls and boys (age 18.5). The high stable trajectory also predicted higher levels of depressive symptoms in boys and anxiety symptoms in girls (age 18.5). The findings are noteworthy as they document how a person-oriented study of externalizing behavior problems starting in infancy can predict well-being and internalizing in late adolescence. The findings underline the importance of early health promotion and problem intervention efforts.

Mothers' and fathers' internalizing symptoms influence parental ratings of adolescent anxiety symptoms.

Clinical assessment of anxiety in adolescents often involves multiple informants, and parental internalizing symptoms have been found to influence parent ratings of adolescents' anxiety symptoms. We investigated how parental internalizing symptoms (anxiety and depression) were related to adolescent and parent reports of adolescents' anxiety symptoms in a population-based cross-sectional survey. The sample comprised 337 adolescent-mother-father triads (N = 1,011) drawn from the Tracking Opportunities and Problems in Childhood and Adolescence (TOPP) study. Adolescents (43.9% boys) were 14- and 15-years old. Adolescent and parent ratings of adolescent anxiety symptoms (The Coolidge Personality and Neuropsychological Inventory for Children) were moderately and significantly correlated (mother-adolescent r = .30; father-adolescent r = .25). Parents also self-rated internalizing symptoms (Hopkins Symptom Checklist-25). Regression models showed higher maternal and paternal depression symptoms, but not anxiety symptoms, were associated with higher parent-rated adolescent anxiety symptoms. Higher maternal anxiety and depression symptoms, as well as paternal depression symptoms, but not paternal anxiety symptoms, were associated with lower parent-adolescent agreement on adolescent anxiety symptoms (i.e., parent-rating higher relative to adolescent-rating). When adolescents rate considerably lower anxiety compared with how their parents rate them, considering parental depression as a possible reason may be key to understanding adolescents' treatment needs. (PsycINFO Database Record

Beyond Conceptual Knowledge: The Impact of Children's Theory-of-Mind on Dyadic Spatial Tasks.

Recent studies show that Theory of Mind (ToM) has implications for children's social competences and psychological well-being. Nevertheless, although it is well documented that children overall take advantage when they have to resolve cognitive problems together with a partner, whether individual difference in ToM is one of the mechanisms that could explain cognitive performances produced in social interaction has received little attention. This study examines to what extent ToM explains children's spatial performances in a dyadic situation. The sample includes 66 boys and girls between the ages of 5-9 years, who were tested for their ToM and for their competence to resolve a Spatial task involving mental rotation and spatial perspective taking, first individually and then in a dyadic condition. Results showed, in accordance with previous research, that children performed better on the Spatial task when they resolved it with a partner. Specifically, children's ToM was a better predictor of their spatial performances in the dyadic condition than their age, gender, and spatial performances in the individual setting. The findings are discussed in terms of the relation between having a conceptual understanding of the mind and the practical implications of this knowledge for cognitive performances in social interaction regarding mental rotation and spatial perspective taking.