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Autor/inn/en | Tan, Lin; Shin, Eunkyung; Page, Kenyon; Smith, Cynthia L. |
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Titel | Changes in Children's Anger, Sadness, and Persistence across Blocked Goals: Implications for Self-Regulation |
Quelle | In: Child Development, 94 (2023) 2, S.411-423 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Tan, Lin) ORCID (Smith, Cynthia L.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.13868 |
Schlagwörter | Psychological Patterns; Persistence; Attitude Change; Goal Orientation; Self Control; Toddlers; Preschool Children; Attention Control; Prediction Ausdauer; Attitudinal change; Einstellungsänderung; Zielorientierung; Zielvorstellung; Selbstbeherrschung; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufmerksamkeitstest; Vorhersage |
Abstract | The current study took a person-centered approach to examine the heterogeneity of changes in children's emotions and persistence during a goal-blocking task and examined how different profiles of emotions and persistence related to children's self-regulation. Children's anger, sadness, and persistence were rated in a goal-blocking task in toddlerhood (T1; N = 140, 72 boys, M[subscript age] = 2.67 years, 90.7% White) and preschool (T2). Children's self-regulation, specifically sustained attention and engagement, was assessed at T1, T2, and early school-age (T3) from 2005 to 2012. Growth mixture modeling revealed two classes of children at T1 and three classes at T2 with different patterns of anger, sadness, and persistence. Children's classification at T2, but not T1, significantly predicted their sustained attention and engagement both concurrently and longitudinally. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |