Biomedical subjects

Amanda Cumberland

Publications and source records attributed to Amanda Cumberland.

10 recordsLinked to original sources

PubMed2006

Children's coping strategies and coping efficacy: relations to parent socialization, child adjustment, and familial alcoholism.

The relations of children's coping strategies and coping efficacy to parent socialization and child adjustment were examined in a sample of school-age children that included families in which some of the grandparents and/or parents had an alcoholism diagnosis. Parents and older children reported on the children's coping strategies; parents reported on their parenting behavior; and teachers reported on children's externalizing and internalizing problems. Measures of parent socialization were associated with parents' and children's reports of active coping strategies and parents' reports of both support-seeking coping and coping efficacy. Some of these relations were moderated by familial alcohol status. Children higher in parent-reported active/support-seeking coping and coping efficacy were rated lower in teacher-reported externalizing and internalizing adjustment problems. The findings were consistent with the view that active/support-seeking coping and coping efficacy mediated the association of parent socialization to children's psychological adjustment and that this relation was sometimes moderated by parental alcohol status.

Adaptation, Psychological↗

PubMed2006

Relations among mothers' expressivity, children's effortful control, and their problem behaviors: a four-year longitudinal study.

Longitudinal relations between mothers' expressivity, children's effortful control, and their problem behaviors were examined when children (N = 181) were 6.5-10 years old (T2) and again 2 (T3) and 4 (T4) years later. Mothers reported on their expression of positive and negative dominant emotion. Mothers and teachers reported on children's effortful control and externalizing and internalizing problem behaviors. In structural equation models, variables exhibited consistency over time. Further, the relation between mothers' expressivity (positive minus negative dominant emotion) at T2 and children's externalizing problems at T4 was mediated by T3 effortful control. The same process of mediation was significant for teacher- but not mother-reported internalizing problems. The results provide one explanation for how emotion-related socializing behaviors influence children's problem behaviors.

Adolescent↗

PubMed2006

Relation of emotion-related regulation to children's social competence: a longitudinal study.

The differential relations of children's emotion-related regulation (i.e., effortful control and impulsivity) to their personality resiliency, adult-rated popularity, and social competence were examined in children who were 4.5-7.9 years old and who were remeasured 2 years later. Parents and teachers reported on all constructs, and children's attentional persistence was observed. Structural equation modeling was used to test the mediating role of resiliency on the relations between regulation/control and popularity using two-wave longitudinal data. The results provide some evidence of the mediating role of resiliency in the relations between effortful control and popularity, provide some evidence of bidirectional effects, and also buttress the view that emotional regulation should be differentiated into effortful and reactive forms of control.

Adaptation, Psychological↗

PubMed2005

The relations of problem behavior status to children's negative emotionality, effortful control, and impulsivity: concurrent relations and prediction of change.

The relations of children's internalizing and externalizing problem behaviors to their concurrent regulation, impulsivity (reactive undercontrol), anger, sadness, and fearfulness and these aspects of functioning 2 years prior were examined. Parents and teachers completed measures of children's (N = 185; ages 6 through 9 years) adjustment, negative emotionality, regulation, and behavior control; behavioral measures of regulation also were obtained. In general, both internalizing and externalizing problems were associated with negative emotionality. Externalizers were low in effortful regulation and high in impulsivity, whereas internalizers, compared with nondisordered children, were low in impulsivity but not effortful control. Moreover, indices of negative emotionality, regulation, and impulsivity with the level of the same variables 2 years before controlled predicted stability versus change in problem behavior status.

Adaptation, Psychological↗

PubMed2004

Prediction of children's empathy-related responding from their effortful control and parents' expressivity.

In this study, the linear and interactive relations of children's effortful control and parents' emotional expressivity to children's empathy-related responses were examined. Participants were 214 children, 4.5 to 8 years old. Children's effortful control was negatively related to their personal distress and was positively related to their sympathy. Parents' positive expressivity was marginally negatively related to children's personal distress and was marginally positively related to children's dispositional sympathy. Parents' negative expressivity was positively related to children's personal distress, but primarily at high levels of children's effortful control. Moreover, parents' negative expressivity was negatively related to children's situational sympathy at low levels of effortful control but was positively related to children's dispositional sympathy at high levels of effortful control. There were also quadratic relations between the measures of parents' expressivity and children's empathy-related responses.

Adult↗

PubMed2003

Longitudinal relations among parental emotional expressivity, children's regulation, and quality of socioemotional functioning.

The role of regulation as a mediator of the relations between maternal emotional expressivity and children's adjustment and social competence was examined when children (N = 208) were 4.5 to just 8 years old (Time 1, T1) and 2 years later (Time 2, T2). At T2, as at T1, regulation mediated the relation between positive maternal emotional expressivity and children's functioning. When T1 relations and the stability of variables over time were controlled for in a structural equation model, T2 relations generally were nonsignificant, although parents' dominant negative expressivity predicted high regulation. In contrast, in regressions, the findings for parent positive expressivity, but not negative expressivity, held at T2 when T1 variables were controlled. Thus, relations for negative expressivity, but not positive expressivity, changed with age.

Affect↗

PubMed2002

Prosocial development in early adulthood: a longitudinal study.

Consistency of measures of a prosocial personality and prosocial moral judgment over time, and the interrelations among them, were examined. Participants and friends' reports of prosocial characteristics were obtained at ages 21-22, 23-24, and 25-26 years. In addition, participants' prosocial judgment was assessed with interviews and with an objective measure of prosocial moral reasoning at several ages. Reports of prosocial behavior and empathy-related responding in childhood and observations of prosocial behavior in preschool also were obtained. There was interindividual consistency in prosocial dispositions, and prosocial dispositions in adulthood related to empathy/sympathy and prosocial behavior at much younger ages. Interview and objective measures of moral reasoning were substantially interrelated in late adolescence/early adulthood and correlated with participants' and friends' reports of a prosocial disposition.

Adolescent↗

PubMed1998

Parental Socialization of Emotion.

Recently, there has been a resurgence of research on emotion, including the socialization of emotion. In this article, a heuristic model of factors contributing to the socialization of emotion is presented. Then literature relevant to the socialization of children's emotion and emotion-related behavior by parents is reviewed, including (a) parental reactions to children's emotions, (b) socializers' discussion of emotion, and (c) socializers' expression of emotion. The relevant literature is not conclusive and most of the research is correlational. However, the existing body of data provides initial support for the view that parental socialization practices have effects on children's emotional and social competence and that the socialization process is bidirectional. In particular, parental negative emotionality and negative reactions to children's expression of emotion are associated with children's negative emotionality and low social competence. In addition, possible moderators of effects such as level of emotional arousal are discussed.

Journal Article↗

PubMedDate not supplied

The relations of parenting, effortful control, and ego control to children's emotional expressivity.

The relations of observed parental warmth and positive expressivity and children's effortful control and ego control with children's high versus low emotional expressivity were examined in a 2-wave study of 180 children (M age = 112.8 months). There were quadratic relations between adults' reports of children's emotional expressivity and effortful control; moderate expressivity was associated with high effortful control. Structural equation models supported the hypothesis that children's ego overcontrol (versus undercontrol) mediated the relation between parental warmth or positive expressivity and children's emotional expressivity, although parenting at the follow-up did not uniquely predict in children's expressivity after controlling for the relations in these constructs over time. The alternative hypothesis that children's ego overcontrol elicited positive parenting and expressivity also was supported.

Adult↗

PubMedDate not supplied

The relations of effortful control and impulsivity to children's resiliency and adjustment.

The unique relations of effortful control and impulsivity to resiliency and adjustment were examined when children were 4.5 to 8 years old, and 2 years later. Parents and teachers reported on all constructs and children's attentional persistence was observed. In concurrent structural equation models, effortful control and impulsivity uniquely and directly predicted resiliency and externalizing problems and indirectly predicted internalizing problems (through resiliency). Teacher-reported anger moderated the relations of effortful control and impulsivity to externalizing problems. In the longitudinal model, all relations held at T2 except for the path from impulsivity to externalizing problems. Evidence of bidirectional effects also was obtained. The results indicate that effortful control and impulsivity are distinct constructs with some unique prediction of resiliency and adjustment.

Adaptation, Psychological↗