Natalie D. Eggum-Wilkens

Children’s Negative Emotions and Ego-Resiliency: Longitudinal Relations With Social Competence

We examined the relations of negative emotions in toddlerhood to the development of ego-resiliency and social competence across early childhood. Specifically, we addressed whether fear and anger/frustration in 30-month-old children (N = 213) was associated with the development of ego-resiliency across 4 time points (42 to 84 months), and, in turn, whether ego-resiliency predicted social competence at 84 months. Child anger/frustration negatively predicted the intercept of ego-resiliency at 42 months (controlling for prior ego-resiliency at 18 months) as well as the slope. Fear did not significantly predict either the intercept or slope of ego-resiliency in the structural model, although it was positively correlated with anger/frustration and was negatively related to ego-resiliency in zero-order correlations. The slope of ego-resiliency was positively related to childrens social competence at 84 months; however, the intercept of ego-resiliency (set at 42 months) was not a significant predictor of later social competence. Furthermore, the slope of ego-resiliency mediated the relations between anger/frustration and childrens later social competence. The results suggest that individual differences in anger/frustration might contribute to the development of ego-resiliency, which, in turn, is associated with childrens social competence.

Components of effortful control and their relations to children’s shyness

Relations between children’s (n = 213) mother-reported effortful control components (attention focusing, attention shifting, inhibitory control at 42 months; activational control at 72 months) and mother-reported shyness trajectories across 42, 54, 72, and 84 months of age were examined. In growth models, shyness decreased. Inhibitory control and attention shifting predicted higher levels and lower levels of shyness at 42 months (the intercept), respectively. Inhibitory control negatively, and attention shifting positively, predicted the shyness slope. Children with higher inhibitory control had relatively more rapid decreases in shyness. Children with higher attention shifting had relatively slower decreases in shyness. Activational control was negatively correlated with the shyness intercept. Effortful control components should be examined separately, rather than in combination, in relation to shyness in the future. If results are replicated, it may suggest that fostering attention shifting and activational control development helps prevent, or maintain low levels of, shyness during childhood.

Preschool Contexts and Teacher Interactions: Relations with School Readiness.

ABSTRACT The majority of early education programs promote children’s learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children’s experiences with teachers in these contexts as they relate to children’s skill development. Participants were preschool children (N = 283, M age = 52 months, 48% girls, 70% Mexican or Mexican American) from families of a lower socioeconomic status. Observations captured children’s time in child- and teacher-managed contexts and experiences with teachers in each context. School readiness was assessed directly and through teacher reports. Research Findings: Time spent in teacher-managed contexts was positively related to children’s academic and social skill development. Experiences in child-managed context predicted vocabulary, math, and social skills when teachers were directly involved with children. Overall, the findings suggest that teacher engagement is related to positive outcomes even during child-managed activities. Practice or Policy: Given these findings, preservice and professional development programs for early childhood educators should have a component that focuses on how to enhance the teacher’s role during child-managed activities.

Correlates of Shyness and Unsociability During Early Adolescence in Urban and Rural China

The purpose of this study was to examine the differentiation and correlates of shyness and unsociability during early adolescence in urban and rural China. Participants were 93 urban and 229 rural Chinese sixth- to eighth-graders. Students rated their shyness, unsociability, fear of negative evaluation, self-efficacy for peer interactions, and perceived peer exclusion. In both urban and rural adolescents, shyness and unsociability were separate, but correlated, factors, and shyness was more strongly related to fear of negative evaluation (positively), self-efficacy for peer interactions (negatively), and perceived exclusion (positively), than unsociability. There was some evidence that shy adolescents perceived more peer exclusion in the urban context. The findings provided preliminary evidence for the differentiation of shyness and unsociability in urban and rural Chinese adolescents, and highlighted the role of social-cultural context in the implications of shyness.

Assessing Model Similarity in Structural Equation Modeling

Two models can be nonequivalent, but fit very similarly across a wide range of data sets. These near-equivalent models, like equivalent models, should be considered rival explanations for results of a study if they represent plausible explanations for the phenomenon of interest. Prior to conducting a study, researchers should evaluate plausible models that are alternatives to those hypothesized to evaluate whether they are near-equivalent or equivalent and, in so doing, address the adequacy of the study’s methodology. To assess the extent to which alternative models for a study are empirically distinguishable, we propose 5 indexes that quantify the degree of similarity in fit between 2 models across a specified universe of data sets. These indexes compare either the maximum likelihood fit function values or the residual covariance matrices of models. Illustrations are provided to support interpretations of these similarity indexes.

Estimating the Co-Development of Cognitive Decline and Physical Mobility Limitations in Older U.S. Adults

This study examines the co-development of cognitive and physical function in older Americans using an age-heterogeneous sample drawn from the Health and Retirement Study (1998–2008). We used multiple-group parallel process latent growth models to estimate the association between trajectories of cognitive function as measured by immediate word recall scores, and limitations in physical function as measured as an index of functional mobility limitations. Nested model fit testing was used to assess model fit for the separate trajectories followed by estimation of an unconditional parallel process model. Controls for demographic characteristics, socioeconomic status, and chronic health conditions were added to the best-fitting parallel process model. Pattern mixture models were used to assess the sensitivity of the parameter estimates to the effect of selective attrition. Results indicated that favorable cognitive health and mobility at initial measurement were associated with faster decline in the alternate functional domain. The cross-process associations remained significant when we adjusted estimates for the influence of covariates and selective attrition. Demographic and socioeconomic characteristics were consistently associated with initial cognitive and physical health but had few relations with change in these measures.

Adults’ Conceptualisations of Children’s Social Competence in Nepal and Malawi

Adults in Nepal (N = 14) and Malawi (N = 12) were interviewed about their views regarding social competence of 5- to 17-year-old children in their societies. Both Nepali and Malawian adults discussed themes consistent with those expected in collectivistic societies with economic challenges (e.g., respect and obedience, family responsibilities, and social relationships). There were also unique themes emphasised in each country, which may correspond with country-specific religious beliefs or social problems (e.g., rules and self-control, and sexual restraint). Results provide novel information regarding adults’ perceptions of children’s social competence in Nepal and Malawi, and may help guide the development of measures of social competence.

Karamojong Adolescents in Tororo, Uganda: Life Events, Adjustment Problems, and Protective Factors

ABSTRACT The Karamojong people of Uganda are marginalized and likely to have difficult lives. Research is needed to understand Karamojong children’s challenges, adjustment, and resiliency to help guide interventions and policies to improve their lives. Thus, 18 Karamojong 10–16-year-olds (10 girls; M = 13.33 years; SD = 1.81) were recruited from a nongovernmental organization in Tororo District, Uganda, and interviewed about their life events, coping strategies, social support, and hope. Adolescents also were verbally administered questionnaires about their life events and adjustment problems. Participants reported many negative life events (M = 9.28 of 16). The number of negative life events was positively correlated with internalizing, but not with externalizing, problems. Participants described a variety of coping strategies. Most participants received emotional or instrumental social support, and were hopeful about their futures. Hardships were often alcohol- or poverty-related events, whereas hope was often centered on education.