Investigating Trajectories of Negative Emotionality in Early Childhood and First-Grade Outcomes

Abstract

This study investigated Korean children’s negative emotionality trajectories from infancy to age 4 and their learning (i.e., executive functioning), behavioral, and self-esteem outcomes in first grade. Using nationally representative data from the Panel Study on Korean Children, negative emotionality trajectories were explored to determine whether patterns emerged over time (N = 2,149, boys = 50.7%) and whether different negative emotionality patterns were associated with specific first-grade outcomes (i.e., teacher-reported executive function difficulties, parent-reported behavioral problems, and child-reported self-esteem). According to latent class growth analysis, Korean children developed one of three negative emotionality patterns from infancy to age 4: Low stable (28.0%), moderate (57.9%), and intense and increasing (14.1%). First-grade outcomes, including executive functioning and behavior problems, were associated with negative emotionality trajectories. No association was found between the negative emotionality trajectories and child-reported self-esteem. First graders who developed and maintained intense negative emotionality until age 4 were regarded as the most vulnerable group in executive functioning difficulties and risk of behavioral problems. Impact Statement Negative emotionality in early childhood is an important predictor of future difficulties, and more research is needed in terms of patterns of emotionality, stability over time, and associated outcomes for different patterns. In this study, children developed one of three negative emotionality patterns from infancy to age 4: Low stable (28.0%), moderate (57/9%), and intense and increasing (14.1%). First graders who developed intense negative emotionality until age 4 were the most vulnerable group for executive function difficulties and risk of behavioral problems.