Work

The codevelopment of effortful control and school behavioral problems.

Year: 2018

Type: article

Abstract: in school behavioral problems. Furthermore, this codevelopmental pattern was bidirectional; cross-lagged regression analyses showed that low effortful control was associated with relative increases in school behavioral problems, and school behavioral problems were associated with relative decreases in effortful control. Gender, nativity status, Mexican cultural values, and school-level antisocial behavior had concurrent associations with effortful control and school behavioral problems, but they did not moderate the codevelopmental pathways. We discuss the theoretical implications for personality development, as well as the practical implications for reducing school behavioral problems during adolescence. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Source: Journal of Personality and Social Psychology

DOI: 10.1037/pspp0000201

Authors: Olivia E. Atherton, Lucy R. Zheng, Wiebke Bleidorn, Richard W. Robins

Institutions: National Institute on Drug Abuse, University of Zurich, National Institute on Alcohol Abuse and Alcoholism, University of California, Davis

Language: English

Topic: Child and Adolescent Psychosocial and Emotional Development

Subfield: Clinical Psychology

Field: Psychology

Domain: Social Sciences

SDG: Good health and well-being

Open Access status: hybrid

Funders: University of California, Davis, National Institute on Alcohol Abuse and Alcoholism, National Institute on Drug Abuse