Abstract
Models of developmental psychopathology emphasize both mediation and moderation processes among child and caregiving attributes;
however, little research has examined both these processes simultaneously on the development of internalizing problems. This
study tested a moderated mediation model that related early childhood shyness, emotion regulation and maternal negative control
to school-age internalizing problems among 257 boys from low-income families. Shyness and maternal negative control was assessed
at ages 1.5–2, emotion regulation was observed at age 3.5, and internalizing symptoms were assessed by mothers and teachers
at age 6 or 7. Results indicated that 1) the active distraction regulation strategy mediated the relations between early shyness
and maternal report of internalizing symptoms; 2) the passive/dependent regulation strategy mediated the relations between
shyness and teacher report of internalizing symptoms; and 3) both mediation processes were moderated by maternal negative
control. The results are discussed in relation to implications for early prevention and intervention.
however, little research has examined both these processes simultaneously on the development of internalizing problems. This
study tested a moderated mediation model that related early childhood shyness, emotion regulation and maternal negative control
to school-age internalizing problems among 257 boys from low-income families. Shyness and maternal negative control was assessed
at ages 1.5–2, emotion regulation was observed at age 3.5, and internalizing symptoms were assessed by mothers and teachers
at age 6 or 7. Results indicated that 1) the active distraction regulation strategy mediated the relations between early shyness
and maternal report of internalizing symptoms; 2) the passive/dependent regulation strategy mediated the relations between
shyness and teacher report of internalizing symptoms; and 3) both mediation processes were moderated by maternal negative
control. The results are discussed in relation to implications for early prevention and intervention.
- Content Type Journal Article
- DOI 10.1007/s10802-010-9469-z
- Authors
- Xin Feng, Department of Human Development and Family Science, College of Education and Human Ecology, The Ohio State University, 171B Campbell Hall, 1787 Neil Avenue, Columbus, OH 43210-1220, USA
- Daniel S. Shaw, Department of Psychology, University of Pittsburgh, 210 S. Bouquet Street, 4101 Sennott Square, Pittsburgh, PA 15260-0001, USA
- Kristin L. Moilanen, Department of Technology, Learning & Culture, West Virginia University, 506B Allen Hall, P.O. Box 6122, Morgantown, WV 26506-6122, USA
- Journal Journal of Abnormal Child Psychology
- Online ISSN 1573-2835
- Print ISSN 0091-0627