The relations of regulation and emotionality to children's externalizing and internalizing problem behavior.

By N. Eisenberg, Amanda J Cumberland, Tracy L. Spinrad, Richard A. Fabes, Stephanie Shepard, Mark Reiser, Bridget C. Murphy, Sandra H. Losoya, Ivanna K. Guthrie. Child Development, 2001

1,638 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4a65f0f132788a39c893d2a9ceb4d3610dce1dac

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Citations in the corpus

Longitudinal Relations of Children’s Effortful Control, Impulsivity, and Negative Emotionality to Their Externalizing, Internalizing, and Co-Occurring Behavior Problems (2009, positive): “Likely due to such multiple factors, sadness has been positively related to externalizing problems (Eisenberg, Sadovsky, et al., 2005; Lemery et al., 2002; Zeman et al., 2002), although often primarily within context or reporter (e.g., Eisenberg et al., 2001).”
Parenting Stress and Child Behavior Problems: A Transactional Relationship Across Time (2012, background): “…develop, they acquire cognitive- and emotion-regulation skills that enable them to inhibit inappropriate behaviors, leading to a decrease in behavior problems (Baker et al., 2002, 2003; Eisenberg et al., 2001; Hill, Degnan, Calkins, & Keane, 2006; Olson, Sameroff, Lunkenheimer, & Kerr, 2009).”
An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies (2005, background): “Research suggests that internal regulatory skills such as awareness and recognition of one’s own emotions and effective regulation of emotional expression within social interactions are critical for positive peer interactions and successful engagement within the classroom learning environment (Denha”
Relations among positive parenting, children's effortful control, and externalizing problems: a three-wave longitudinal study. (2005, background): “The above measures of parental positive expressivity/warmth were moderately, positively correlated within time (rs = .40 and .50 at T2 and T3, respectively) (Eisenberg et al., 2001c, 2003b).”
Adverse Childhood Experiences, Negative Emotionality, and Pathways to Juvenile Recidivism (2017, background): “Individuals with high levels and chronic displays of anger, aggression, and hostility are at increased likelihood of peer rejection, conflict with teachers and parents, and decreased social competence (Eisenberg et al., 2001; Eisenberg, Guthrie, et al., 2000).”
Commonalities and Differences in the Research on Children’s Effortful Control and Executive Function: A Call for an Integrated Model of Self‐Regulation (2012, background): “, 2002) Relations to adaptive functions EC has been negatively related to externalizing and internalizing problems (Eisenberg et al., 2001; Eisenberg, Sadovsky, et al., 2005; Eisenberg, Zhou, et al., 2005; Eisenberg et al., 2009; Valiente et al., 2003; Valiente et al., 2006; Zhou et al., 2007; Zhou ”
An Evolutionary Life History Framework for Psychopathology (2014, background): “Thus, although it can be highly adaptive, self-regulation is clearly not an unmixed blessing (see also Block & Block, 1980; Eisenberg et al., 2001; Huey & Weisz, 1997; Robins, John, Caspi, Moffitt, & Stouthamer-Loeber, 1996).”
Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment (2010, background): “Using the same sample as Eisenberg et al. (2001a) and using adults’ reports, Eggum et al. (2009) found that attentional control predicted different trajectories of withdrawal over time.”
Temperament and Developmental Pathways to Conduct Problems (2004, background): “…reactivity dimensions of emotional regulation, research has consistently related high levels of negative emotional reactivity to conduct problems (Eisenberg et al., 2001; Frick, Cornell, Bodin, et al., 2003; Frick, Lilienfeld, Ellis, Loney, & Silverthorn, 1999; Loney et al., 2003; Morris et al.,…”