Individual differences in preschoolers' salivary cortisol and alpha-amylase reactivity: relations to temperament and maladjustment.

We examined the relations of 84 preschoolers' (43 boys; mean age=54 months) situational stress reactivity to their observed emotions and mothers' reports of temperament and adjustment. Salivary cortisol and salivary alpha-amylase (sAA) were collected prior to, and following, a frustrating task. Children's anger, sadness, and positive affect were measured, and mothers reported on preschoolers' dispositional emotionality, regulation, impulsivity, and problem behaviors. Forty-seven percent of children had an increase in sAA and 52% had an increase in cortisol following the challenging task. On average, sAA levels showed the predicted pattern of rise following the frustrating task, followed by return to baseline. For cortisol, there was a mean increase from pre-task to 40 min post-test. sAA reactivity was associated with relatively low levels of dispositional anger and impulsivity and relatively high regulation, particularly for girls. sAA reactivity also was related to low externalizing problems for girls, but not boys. Although cortisol reactivity was unrelated to children's emotions and maladjustment, it was positively related to mothers' reports of regulation. The findings suggest that sAA reactivity in response to a frustrating social task may reflect girls' constrained behavior.

Positive and negative emotionality: trajectories across six years and relations with social competence.

The goals of the present study were to examine (1) the mean-level stability and differential stability of children's positive emotional intensity, negative emotional intensity, expressivity, and social competence from early elementary school-aged to early adolescence, and (2) the associations between the trajectories of children's emotionality and social functioning. Using four waves of longitudinal data (with assessments 2 years apart), parents and teachers of children (199 kindergarten through third grade children at the first assessment) rated children's emotion-related responding and social competence. For all constructs, there was evidence of mean-level decline with age and stability in individual differences in rank ordering. Based on age-centered growth-to-growth curve analyses, the results indicated that children who had a higher initial status on positive emotional intensity, negative emotional intensity, and expressivity had a steeper decline in their social skills across time. These findings provide insight into the stability and association of emotion-related constructs to social competence across the elementary and middle school years.

The relations of majority-minority group status and having an other-religion friend to Indonesian youths' socioemotional functioning.

In this study, the authors examined the relations of Indonesian adolescents' socioemotional functioning to their majority-minority status and the presence of cross-religion friendships and whether sex moderated these relations. At Time 1, 1,254 7th graders and their peers in Bandung, Indonesia, reported on their friendships, prosocial behavior, and peer likability; months later, a selected sample of 250 youths and their teachers and parents rated the youths' social functioning and (mal)adjustment. When controlling for socioeconomic status and initial sociometric status, girls were generally higher in measures of adjustment, whereas majority children were lower in externalizing problems and, for boys, loneliness. For minority children's social competence and prosocial behavior at school, there was evidence of a buffering effect of having a cross-religion friend.

Are effortful and reactive control unique constructs in young children?

The primary goal of this study was to examine whether effortful control (EC; effortful regulation), reactive undercontrol (IMP; e.g., impulsivity, speed of approach), and reactive overcontrol (NOV; inhibition to novelty) were 3 distinct constructs at 30 months (Time 1; n = 216), 42 months (Time 2; n = 192), and 54 months (Time 3; n = 168) of age. Parents', nonparental caregivers', and/or observers' ratings were obtained for all 3 constructs at all 3 times, as were multiple behavioral indices of each construct. Several alternative factor structures were tested, including 1-, 2-, and 3-factor models. The best fitting and most parsimonious model was one with 3 separate latent constructs at 42 and 54 months and 2 distinct constructs, EC and impulsivity/low inhibition to novelty combined, at 30 months. EC, IMP, and NOV also demonstrated some interindividual consistency across time, especially EC and IMP.

Parent-adolescent relationships, religiosity, and the social adjustment of Indonesian Muslim adolescents.

Parent-adolescent relationships invariably occur within a complex cultural context that in some populations include strong religious influences. Using data from multiple sources that were analyzed using structural equation modeling, we found that parental warmth and parental religiosity predicted adolescent religiosity in a sample of 296 Indonesian 15-year-old adolescents. The significant interaction of parental warmth and parent religiosity indicated that parental warmth moderated the relation between parent religiosity and adolescent religiosity. We expanded this model to predict externalizing and prosocial behavior where direct paths from adolescent religiosity to outcomes were significant for prosocial but not antisocial behavior; parental warmth, parent religiosity, and their interaction did not predict either outcome. Adolescent religiosity was found to be a mediator of these relations between predictor and outcomes for prosocial but not antisocial behavior. These results suggest that, in Indonesia and perhaps other highly religious cultures, parent-adolescent relationships and social competence may be interconnected with religion.

Prediction of toddlers' expressive language from maternal sensitivity and toddlers' anger expressions: a developmental perspective.

Despite evidence for the importance of individual differences in expressive language during toddlerhood in predicting later literacy skills, few researchers have examined individual and contextual factors related to language abilities across the toddler years. Furthermore, a gap remains in the literature about the extent to which the relations of negative emotions and parenting to language skills may differ for girls and boys. The purpose of this longitudinal study was to investigate the associations among maternal sensitivity, children's observed anger reactivity, and expressive language when children were 18 (T1; n = 247) and 30 (T2; n = 216) months. At each age, mothers reported on their toddlers' expressive language, and mothers' sensitive parenting behavior was observed during an unstructured free-play task. Toddlers' anger expressions were observed during an emotion-eliciting task. Using path modeling, results showed few relations at T1. At T2, maternal sensitivity was negatively related to anger, and in turn, anger was associated with lower language skills. However, moderation analyses showed that these findings were significant for boys but not for girls. In addition, T1 maternal sensitivity and anger positively predicted expressive language longitudinally for both sexes. Findings suggest that the relations between maternal sensitivity, anger reactivity and expressive language may vary depending on the child's developmental stage and sex.

Children Use Different Cues to Guide Noun and Verb Extensions.

Learning new words involves decoding both how a word fits the current situation and how it could be used in new situations. Three studies explore how two types of cues- sentence structure and the availability of multiple instances-- affect children's extensions of nouns and verbs. In each study, 2½-year-olds heard nouns, verbs or no new word while seeing the experimenter use a novel object to perform an action; at test, they were asked to extend the word. In Study 1, children hearing nouns in simple sentences used object shape as the basis for extension even though, during the learning phase, they saw multiple objects in motion; children in the other conditions responded randomly. Study 2 shows that by changing in the type of sentences used in the noun and verb conditions, not only is the shape bias disrupted but children are successful in extending new verbs. In a final study, access to multiple examples was replaced by a direct teaching context, and produced findings similar to those in Study 2. An implication of this result is that seeing multiple examples can be as effective as receiving direct instruction from an adult. Overall, the set of results suggests the mix of cues available during learning influences noun and verb extensions differently. The findings are important for understanding how the ability to extend words emerges in complex contexts.

The importance of mutual positive expressivity in social adjustment: understanding the role of peers and gender.

The relations between young children's mutual (reciprocated) and overall positive emotion (PE) with same- and other-gender peers and their social adjustment were explored. Children's PE and peers' PE were observed across the preschool year during peer interactions (N = 166; 46% girls; M age = 52 months). Results revealed that girls and boys had similar frequencies of overall PE and mutual PE when interacting with same-gender peers, but girls were marginally higher compared with boys in overall and mutual PE when interacting with other-gender peers. Girls and boys did not have greater rates of either type of PE after controlling for gender segregation during same- or other-gender interactions. Using structural equation modeling, children's mutual PE, regardless of their gender, positively predicted indicators of positive adjustment (e.g., prosocial behavior, cooperation) and negatively predicted indicators of negative adjustment (e.g., hyperactivity, disruption, exclusion by peers). Children's overall PE did not predict either type of adjustment. Findings support the importance of mutual PE for children's development.

Aggression by whom-aggression toward whom: behavioral predictors of same- and other-gender aggression in early childhood.

This study assessed girls' and boys' dominance-related behaviors (aggressive, commanding, submissive, and neutral behaviors) as they naturally occurred during interactions with male and female peers and evaluated the possibility that such behaviors elicit aggression from peers. Using a focal observational procedure, young girls' and boys' (N = 170; 54% boys) naturally occurring dominance-related behaviors and male and female peers' aggressive responses to those behaviors were recorded multiple times each week across the academic year. Findings suggested that same-gender aggression occurred at similar rates as other-gender aggression once tendencies toward gender-segregated play were controlled. Additionally, there were both gender-based similarities and differences in children's use of dominance-related behaviors in peer interactions and as antecedents for peers' aggression. The findings have implications for the literatures on aggression and gendered peer interactions.

Relations over Time among Children's Shyness, Emotionality, and Internalizing Problems.

Data regarding children's shyness and emotionality were collected at three time points, two years apart (T1: N = 214, M = 6.12 years; T2: N = 185, M = 7.67 years; T3: N = 185, M = 9.70 years), and internalizing data were collected at T1 and T3. Relations among parent-rated shyness, emotionality (parent- and teacher-rated anger, sadness, and positive emotional intensity [EI]), and mother-rated internalizing were examined in panel models. In some cases, shyness predicted emotionality two years later (teacher-rated anger, parent-rated sadness, teacher-rated positive EI) and emotionality sometimes predicted shyness two years later (teacher-rated sadness, parent-rated positive EI, teacher-rated positive EI). Parent-rated shyness and/or emotionality (parent-rated anger and parent-rated sadness) predicted internalizing at T3. Results shed light on developmental relations between emotionality and shyness, as well as processes of risk for, or protection against, the development of internalizing problems.

Differential susceptibility and the early development of aggression: interactive effects of respiratory sinus arrhythmia and environmental quality.

The purpose of the current study was to predict the development of aggressive behavior from young children's respiratory sinus arrhythmia (RSA) and environmental quality. In a longitudinal sample of 213 children, baseline RSA, RSA suppression in response to a film of crying babies, and a composite measure of environmental quality (incorporating socioeconomic status and marital adjustment) were measured, and parent-reported aggression was assessed from 18 to 54 months of age. Predictions based on biological sensitivity-to-context/differential susceptibility and diathesis-stress models, as well as potential moderation by child sex, were examined. The interaction of baseline RSA with environmental quality predicted the development (slope) and 54-month intercept of mothers' reports of aggression. For girls only, the interaction between baseline RSA and environmental quality predicted the 18-month intercept of fathers' reports. In general, significant negative relations between RSA and aggression were found primarily at high levels of environmental quality. In addition, we found a significant Sex × RSA interaction predicting the slope and 54-month intercept of fathers' reports of aggression, such that RSA was negatively related to aggression for boys but not for girls. Contrary to predictions, no significant main effects or interactions were found for RSA suppression. The results provide mixed but not full support for differential susceptibility theory and provide little support for the diathesis-stress model.

Indonesian adolescents' spiritual and religious experiences and their longitudinal relations with socioemotional functioning.

The spirituality and religiosity of Indonesian Muslim adolescents were examined longitudinally as were the relations of spirituality and religiosity with (mal)adjustment. At Time 1 (T1), 959 seventh-grade Muslim adolescents were screened for selection of a sample; at Time 2 (T2), 183 eighth-grade adolescents participated; and at Time 3 (T3), 300 ninth-grade adolescents (164 new participants) participated. At T1, adolescents' peer likeability was assessed; at T2, adolescents' global and cognitive esteem were measured; and at T2 and T3, adolescents' (mal)adjustment, spirituality, and religiosity were assessed. Adolescents and parents rated aspects of (mal)adjustment, spirituality, and religiosity. Teachers also rated adolescents' (mal)adjustment. In general, we found that T2 spirituality and religiosity were positively related to T3 adjustment and negatively related to T3 maladjustment, although in panel models, support for prediction of outcomes from spirituality and religiosity was found only for loneliness and socially appropriate behavior. In addition, there was some evidence in the models that certain aspects of (mal)adjustment (self-esteem and social competence, and to a marginal degree, parent-rated internalizing problems and teacher-rated prosociality) predicted spirituality and religiosity longitudinally.

Mothers' and Children's Positive Emotion: Relations and Trajectories across Four Years.

The goals of this study were to examine the relations between and trajectories of mothers' and children's social positive expressivity. Mothers' and children's positive expressivity (PE) were observed annually for 4 years beginning when children were approximately 18 months old (n = 247; 110 girls). Based on correlations, there was evidence of rank-order stability in children's and mothers' PE. Based on growth curve analyses, mothers' and children's PE followed curvilinear trajectories; thus, mean-level instability was found. Children's PE during a free-play interaction with their mothers increased then decreased slightly whereas mothers' affect during the same task decreased then stabilized. Children's PE during a joy-inducing situation (i.e., bubbles) with an experimenter slightly decreased and then increased. In panel models, there was no evidence of prediction over time across children's and mothers' PE when taking stability into account. These unique trajectories and relations provide insight into the developmental pattern of young children's and their mothers' PE elicited within social contexts.

Development of Shyness: Relations With Children's Fearfulness, Sex, and Maternal Behavior.

The relations of childhood fearfulness (observed and adult reported) and adult-reported shyness at 18 (n = 256) and 30 (n = 230) months of age were assessed. Fear was positively related to shyness concurrently and longitudinally, but slightly more consistently at 18 months. The moderating roles of observed maternal sensitivity and children's sex in the relation between 18-month fearfulness and 30-month shyness, and between 18- and 30-month shyness, were tested. The positive relation between mother-reported fearfulness and shyness was strongest for sons of insensitive mothers but was not significant for daughters of sensitive, average, or insensitive mothers. The positive relation between mother-reported 18- and 30-month shyness was strongest for sons of insensitive mothers and for daughters of sensitive mothers. Moreover, when using scores of fear or shyness that were independent of each other, 18-month mother-reported fearfulness continued to interact with sex and sensitivity to predict 30-month shyness; however, the positive relation between Time 1 and Time 2 shyness was consistent across sex and levels of sensitivity.

Assessment of preschoolers' positive empathy: concurrent and longitudinal relations with positive emotion, social competence, and sympathy.

The purpose of this study was to examine a new measure of children's dispositional positive empathy (i.e., reactions to others' positive emotions) and its concurrent and longitudinal relations with positive emotion, social competence, and empathy/sympathy with negative emotions. At Time 1, 192 3.5-year-olds (88 girls) participated; at Time 2, 1 year later, 168 4.5-year-olds (79 girls) participated. Children's positive empathy was reported by mothers and observed in the laboratory at Time 2. Additionally, mothers, fathers, and non-parental caregivers completed questionnaires at Time 1 and Time 2 regarding children's positive emotion, empathy/sympathy, and social competence. Children's positive emotion was observed at both assessments. There was evidence of reliability of the new reported measure of positive empathy. Additionally, there were numerous positive relations between positive empathy and social competence and between positive empathy and empathy/sympathy with negative emotions. This study provides unique insight into children's positive empathy and relations to socio-emotional functioning.

The Factor Structure of Effortful Control and Measurement Invariance Across Ethnicity and Sex in a High-Risk Sample.

Measurement invariance of a one-factor model of effortful control (EC) was tested for 853 low-income preschoolers (M age = 4.48 years). Using a teacher-report questionnaire and seven behavioral measures, configural invariance (same factor structure across groups), metric invariance (same pattern of factor loadings across groups), and partial scalar invariance (mostly the same intercepts across groups) were established across ethnicity (European Americans, African Americans and Hispanics) and across sex. These results suggest that the latent construct of EC behaved in a similar way across ethnic groups and sex, and that comparisons of mean levels of EC are valid across sex and probably valid across ethnicity, especially when larger numbers of tasks are used. The findings also support the use of diverse behavioral measures as indicators of a single latent EC construct.