Associations among emotionality, self-regulation, adjustment problems, and positive adjustment in middle childhood

Abstract

The combined effects of emotionality and self-regulation in predicting child adjustment problems and positive adjustment were examined using cross-sectional and longitudinal data from a community sample of mothers and children grades 3–5 ( n = 89). Specificity in the associations of emotionality and self-regulation with adjustment was examined. Emotionality and self-regulation each predicted children's adjustment controlling for the other. Irritability was related to higher internalizing and externalizing problems and lower social competence; positive emotionality predicted higher well-being and social competence. Attention regulation was related to lower depression and higher social competence and well-being; inhibitory control was related to lower internalizing and externalizing problems and higher social competence. Impulsivity was unrelated to adjustment after the other emotionality and self-regulation variables were accounted. The findings support separate dimensions of emotionality and self-regulation and their unique contributions to child adjustment.