Behavioral profiles related with distinct developmental patterns of negative emotionality from preschool to school ages

Abstract

Research continues to work towards a full understanding of the early risk factors and mechanisms underlying the co-occurrence of externalizing and internalizing problems. There is increasing evidence of negative emotionality predicting the co-occurring forms of these problems over childhood. This feature may show substantial stability along development; however, negative emotionality might also vary depending on child characteristics, environment, and the developmental stage. The present study aimed to examine the patterns of stability and change of negative emotionality from preschool to school years, and to identify which of these patterns lead to different behavioral profiles of externalizing and internalizing problems during school years. A total of 1,293 preschoolers from 4 to 6 years (M = 4.64; SD = .67; 50.2 % girls) were followed-up for two years using parent-reported data, within the frame of the ELISA Project. Latent profile and transition analyses were conducted. The overall results revealed a primarily stability pattern of negative emotionality, and to a lesser extent some change towards a less intense emotional expression after follow-up. Results also showed particular developmental patterns of negative emotionality for the different behavioral profiles identified. Children with co-occurrent externalizing and internalizing problems displayed greater rates of transition towards a high negative emotionality expression. These findings were explained in light of individual differences during the development of temperamental characteristics, which may be the result of an interplay among biological and ecological factors