Associations among emotionality, self-regulation, adjustment problems, and positive adjustment in middle childhood

By Liliana J. Lengua. 2003

261 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c1d10be586d94b168baf2b2105a94d487c368bfd

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Citations in the corpus

Singing One's Way to Self-Regulation: The Role of Early Music and Movement Curricula and Private Speech (2011, background): “Conversely, difficulties with self-regulation are fairly stable and are indicative of future social and academic problems in elementary school and adolescence (Lengua, 2003; Olson & Hoza, 1993; Winsler, Diaz, Atencio, McCarthy, & Adams Chabay, 2000).”
School readiness and later achievement. (2007, background): “Although problems in cognitive and emotional self-regulation often co-occur, there are strong conceptual and empirical reasons to separate them (e.g., Raver et al., 2005; Lengua, 2003).”
Domestic Violence, Emotional Competence, and Child Adjustment (2007, background): “This system involves attentional, inhibitory, and activational control and allows for the suppression of an inappropriate response or initiation and maintenance of a required response (Lengua, 2003; Posner & Rothbart, 2000).”
The Adolescent Self-Regulatory Inventory: The Development and Validation of a Questionnaire of Short-Term and Long-Term Self-Regulation (2007, background): “edu the ability to flexibly activate, monitor, inhibit, persevere and/or adapt one’s behavior, attention, emotions and cognitive strategies in response to direction from internal cues, environmental stimuli and feedback from others, in an attempt to attain personally-relevant goals (Barkley, 1997; D”
The Impact of Developing Social Perspective-taking Skills on Emotionality in Middle and Late Childhood (2011, background): “…indices of social competence (Eisenberg et al., 1993; Eisenberg, Fabes, Karbon et al., 1996; Eisenberg et al., 1995) and positively related to internalizing symptoms and externalizing symptoms (Eisenberg, Fabes, Guthrie et al., 1996; Eisenberg et al., 2001; Lengua, 2003; Muris & Ollendick, 2005).”
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, unknown): “9.9 (0.9) - Observation: Perfection, Tiazzle, SS, DG Multiple adult-reports: EATQ, CBQ Social competence (adjustment problems) 16 Lengua (2003) 79 Longitudinal United States Both (55”
Nature and Nurturing: Parenting in the Context of Child Temperament (2011, background): “Negative emotionality and low effortful control predict internalizing and externalizing problems (e.g., Eisenberg et al. 2001; Frick and Morris 2004; Rothbart and Bates 2006), and effortful control predicts social competence and self-esteem (Dennis et al. 2007; Lengua 2003; Spinrad et al. 2006).”
What counts in externalizing behaviors? The contributions of emotion and behavior regulation (2007, background): “However, these studies have mostly investigated emotion regulation (Rydell, Berlin, & Bohlin, 2003) and behavior regulation (Lengua, 2003) separately in relation to externalizing behavior problems.”
Relations among peer acceptance, inhibitory control, and math achievement in early adolescence (2013, background): “For instance, it has been established that greater capacities for inhibitory control are associated with fewer internalizing and externalizing problems, greater sympathy for others, and overall superior social and emotional competence in kindergarten through to 5th grade (Eisenberg et al., 2000; Len”