@article{ref1,
title="Does preschool self-regulation predict later behavior problems in general or specific problem behaviors?",
journal="Journal of abnormal child psychology",
year="2017",
author="Lonigan, Christopher J. and Spiegel, Jamie A. and Goodrich, J. Marc and Morris, Brittany M. and Osborne, Colleen M. and Lerner, Matthew D. and Phillips, Beth M.",
volume="45",
number="8",
pages="1491-1502",
abstract="FINDINGS from prior research have consistently indicated significant associations between self-regulation and externalizing behaviors. Significant associations have also been reported between children's language skills and both externalizing behaviors and self-regulation. Few studies to date, however, have examined these relations longitudinally, simultaneously, or with respect to unique clusters of externalizing problems. The current study examined the influence of preschool self-regulation on general and specific externalizing behavior problems in early elementary school and whether these relations were independent of associations between language, self-regulation, and externalizing behaviors in a sample of 815 children (44% female). Additionally, given a general pattern of sex differences in the presentations of externalizing behavior problems, self-regulation, and language skills, sex differences for these associations were examined. <br><br>RESULTS indicated unique relations of preschool self-regulation and language with both general externalizing behavior problems and specific problems of inattention. In general, self-regulation was a stronger longitudinal correlate of externalizing behavior for boys than it was for girls, and language was a stronger longitudinal predictor of hyperactive/impulsive behavior for girls than it was for boys.<p /> <p>Language: en</p>",
language="en",
issn="0091-0627",
doi="10.1007/s10802-016-0260-7",
url="http://dx.doi.org/10.1007/s10802-016-0260-7"
}