The Relation between Cognitive Development and Anxiety Phenomena in Children

Autor/inn/en	Broeren, Suzanne; Muris, Peter
Titel	The Relation between Cognitive Development and Anxiety Phenomena in Children
Quelle	In: Journal of Child and Family Studies, 18 (2009) 6, S.702-709 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-009-9276-8
Schlagwörter	Inhibition; Rating Scales; Fear; Anxiety; Cognitive Development; Child Development; Correlation; Foreign Countries; Children; Symptoms (Individual Disorders); Child Behavior; Psychological Patterns; Age Differences; Netherlands + Suchen Sie Ihr Suchwort? Hemmung; Rating-Skala; Furcht; Angst; Kognitive Entwicklung; Kindesentwicklung; Korrelation; Ausland; Child; Kind; Kinder; Psychiatrische Symptomatik; Age; Difference; Age difference; Altersunterschied; Niederlande
Abstract	We examined the relation between cognitive development and fear, anxiety, and behavioral inhibition in a non-clinical sample of 226 Dutch children aged 4-9 years. To assess cognitive development, children were tested with Piagetian conservation tasks and a Theory-of-Mind (TOM) test. Fears were measured by means of a self-report scale completed by the children, while anxiety symptoms and behavioral inhibition were indexed by rating scales that were filled out by parents. Significant age trends were observed for some anxiety phenomena. For example, younger children displayed higher fear scores, whereas older children exhibited higher levels of generalized anxiety. Most importantly, results of regression analyses (in which we controlled for age) indicated that cognitive development, and in particular TOM ability, made a unique and significant contribution to various domains of behavioral inhibition. In all cases, higher levels of TOM were associated with lower levels of behavioral inhibition. In general, percentages of explained variance were rather small (i.e., less than 6%), indicating that the role of cognitive development in various anxiety phenomena is limited. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10