Parental Variables Research Articles

Motivation and Parental Supervision Improve Indonesian Language Learning Outcomes

The learning process carried out by students is still low. This is because students are less motivated in learning. The purpose of this study is to analyze parental motivation and supervision on Indonesian language learning outcomes. This type of research is quantitative research. The subjects in this study were 30 grade IV students. The methods used in collecting data are interviews, questionnaires, observation, and documentation. The instrument used in collecting data is a questionnaire. The technique used to analyze the data is descriptive qualitative-quantitative. The results of the t test show that there is a partial positive influence of parental supervision variables on learning outcome variables. Based on the results of the large test of influence together on learning motivation and parental supervision on learning outcomes. The results of the multiple regression test showed that there was a significant influence on learning motivation and parental control variables on the Indonesian language learning outcomes. It was concluded that learning motivation and parental supervision can improve learning outcomes in Indonesian for fourth grade elementary school students. The implication of this research is that increasing motivation and parental supervision of children has an impact on increasing children's learning outcomes, especially in Indonesian language lessons.

Observations of Positive Parenting from Online Parent–Child Interactions at Age 1

SYNOPSIS Objective. Brief, reliable, and cost-effective methods to assess parenting are critical for advancing parenting research. Design. We adapted the Three Bags task and Parent Child Interaction Rating System (PCIRS) for rating online visits with 219 parent–child dyads (White, n = 104 [47.5%], Black, n = 115 [52.5%]) and combined the video data with survey data collected during pregnancy and when children were aged 1. Results. The PCIRS codes of positive regard, stimulation of child cognitive development, and sensitivity showed high reliability across the three parent–child interaction tasks. A latent positive parenting factor combining ratings across codes and tasks showed good model fit, which was similar regardless of parent self-identified race or ethnicity, age, socioeconomic disadvantage, marital/partnered status, and parity, as well as methodological factors relevant to the online video assessment method (e.g., phone vs. laptop/tablet). In support of construct validity, observed positive parenting was related to parent-reported positive parenting and child socioemotional development. Finally, parent reports of supportive relationships in pregnancy but not neighborhood safety or pandemic worries, were prospectively related to higher positive parenting observed at age 1. With the exception of older parental age and married/partnered status, no other parent, child, sociodemographic, or methodological variables were related to higher overall video exclusions across tasks. Conclusions. PCIRS may provide a reliable approach to rate positive parenting at age 1, providing future avenues for developing more ecologically valid assessments and implementing interventions through online encounters that may be more acceptable, accessible, or preferred among parents of young children.

PENGARUH PERAN ORANG TUA DAN POLA ASUH ORANG TUA TERHADAP HASIL BELAJAR SISWA SDN CIPUTAT

This research has a main focus with the aim of determining the influence of parental role variables and parenting patterns on the learning outcomes of Ciputat State Elementary School students. The research was prepared using a quantitative method approach. Conducted using a research sample of 3rd grade students at Ciputat State Elementary School. The research sample was obtained by random sampling. Data was obtained by collecting it using a questionnaire or questionnaire which was prepared using a technique using a Likert scale. The research results were carried out with descriptive tests, normality tests with Kolmogorov Smirnov linearity tests, multicollinearity tests and heteroscedasticity tests. To determine the influence between variables, a multiple regression test was carried out using the t test with a significance level of 0.05. The research results show that the majority of parents are in the very strong parental role category with a percentage of 52.2%, the majority apply democratic and accepting parenting with a percentage of 87.0% and the majority of student learning outcomes are in the very good category 65.2% . The results of the multiple regression t test showed a significance result of 0.000<0.05 on the variable of the role of parents on student learning outcomes, so it can be seen that the role of parents has an influence on student learning outcomes. For the parenting pattern variable, the results obtained at a significance level of 0.001<0.05, so it is also known that parental parenting influences or influences student learning outcomes.
 Keywords: learning outcome, parenting style, elementary school students

Sleep and Its Disturbance in Parents of Children and Adolescents with Epilepsy: A Systematic Review and Meta-Analysis.

Sleep disturbances are commonly reported by parents of children and adolescents with epilepsy. However, evidence synthesis including quality and quantity of sleep in parents of children and adolescents with epilepsy is lacking. This systematic review and meta-analysis was conducted to quantify pooled mean estimates of parental sleep variables and to determine the prevalence of sleep disturbances in parents of children and adolescents with epilepsy. Five electronic databases, PubMed, Medline, Embase, PsychINFO, and CINAHL, were systematically searched from inception to September 2021. Eleven observational studies examining parents of pediatric patients aged <18 years with epilepsy using a quantitative measure of sleep duration, sleep quality, or sleep disturbance were reviewed. Our results showed that the pooled nocturnal sleep duration was 5.93 hours (95% CI: 4.64 to 7.21 hours). Overall sleep quality as estimated by the bias-adjusted pooled Pittsburgh Sleep Quality Index total score was 6.65 (95% CI: 5.98 to 7.33). Parents of children with epilepsy had significantly higher Pittsburgh Sleep Quality Index total scores compared to parents of healthy children (differences in means 1.84, 95% CI: 1.29 to 2.39). The pooled estimated prevalence of parental sleep disturbances was 58.1% (95% CI: 45.7% to 69.6%). Our findings demonstrate a high prevalence of sleep disturbances with poor sleep quality and substantial reductions in sleep time in parents of children and adolescents with epilepsy. Healthcare professionals in pediatric neurology clinics should proactively initiate screening for sleep disturbances in parents of children and adolescents with epilepsy and refer parents to a sleep specialist when necessary.

Children: Custody, competence and consent - Managing parental disagreement.

Children: Custody, competence and consent - Managing parental disagreement.

The Effect of Using Metacognitive Feedback Through Video-based Learning for Teaching Turn-Taking and Conversational Management

This study aims at determining the effectiveness of using metacognitive feedback through video-based learning for teaching turn taking and conversation management for second grade university students . In order to achieve this aim three hypotheses are formulated : 1-The university students have a higher level of metacognitive feedback awareness. 2-There is no significant difference in the metacognitive feedback awareness of second-grade university students based on their locality. 3-There is no statistically significant difference of video-based learning on teaching Turn-taking for university student . An achievement test is constructed and exposed to a jury of specialist for the purpose of ascertaining its face validity and coefficient formula is applied to calculate the inter scorer reliability . The sample of the study consist of one hundred student selected from second grade from educational for humanities sciences during the academic year 2022-2023 . The sample is divided into two groups A and B . Both groups are equalized in the variables of parents ' academic level and mid-year exam. The experimental design of the study involves two groups ; the control group and the experiment group. The experiment started on . Both groups are taught from unit 7 to unit 13 by the researcher herself The collected data have been analyzed by using t-test formula. Result show the following : There are no significance differences between the achievement of the control group in the pre-test and that of the post-test. There is significance differences between the achievement of the experimental group in pre-test and that of the post–test. There is significance differences between the post –test scores of the experimental group and those of the control group , and in the favour of the experimental one . Hence, the first hypothesis is accepted, whereas the second and third ones are rejected. This indicates that metacognitive feedback through video–based learning has an effective role in students' achievement in teaching turn–taking and conversation management. In light of the study findings , a number of recommendations and suggestions are put forward.

Cross-lagged Relations of Children’s Somatoform Complaints: Embedment within Learning Theory and Secondary Gain Concept

The current state of research on the emergence and maintenance of somatoform symptoms in childhood identifies the influence of both child and parental factors. The aim of the present study is to examine reciprocal relations and stability between somatoform complaints, children’s adaptive emotion regulation (ER) strategies, withdrawal behavior, and overprotective parenting. In total, 97 children (female n = 46, (47%); M age T1 = 9.7 years (SD) = 0.54) and their parents completed questionnaires at two time points. A cross-lagged panel design was used to analyze reciprocal associations and stability effects between the included variables over one year (Kearney, 2017; Selig & Little, 2012). Results show significant autoregressive effects of both the individual child and parental variables. Parental overprotection predicted child emotion regulation, withdrawal behavior, and somatoform complaints over time; with no reciprocal effects. Similarly, only unilateral effects were shown between adaptive ER strategies, and withdrawal behaviors, and somatoform symptoms. The results are discussed in the framework of learning theory and secondary gain.

Middle school students’ mental unwellness and academic performance in China: The effects of parental involvement

This study investigated the relationship between the mental unwellness of middle school students in China and their academic performance in the subjects of Chinese, mathematics, and English. Additionally, this study explored the potential ameliorating effects of parental involvement variables (parental non-academic activity involvement and parent-child communication) on the adverse impact of mental unwellness on academic performance. The examination of the effects of parental involvement also considered the differential effects of involvement by mothers and fathers. This study utilized national longitudinal representative data from the China Education Panel Survey (CEPS). Findings of the two-level Hierarchical Linear Modeling (HLM) analyses indicated that mental unwellness in Grade 7 negatively impacted academic performance in the aforementioned subjects in Grade 8. Nonetheless, these adverse impacts were alleviated when the parental involvement variables were taken into account. Furthermore, the results revealed that mother-child communication and father-child communication had moderating effects on the negative relationship between mental unwellness and academic performance in Chinese and English, respectively. This study contributes to the existing literature by shedding light on the beneficial effects of parental involvement and highlighting the differential involvement of mothers and fathers.

Fathering styles in a traditional culture and its association with marital relationship: A latent profile analysis with a nationally representative sample.

This study had two main objectives. The first goal was to examine fathers' parenting styles in a society with traditional patriarchal values. The second goal was to understand the extent to which marital relationship variables (i.e., marital satisfaction and spousal support) are related with the identified fathering profiles. The theoretical and empirical underpinnings of the "parenting styles" literature that form the foundation of the research on parent-child dynamics are still mainly based on data collected only from mothers. This weakness of the literature on fathering typologies is further accompanied by the scarcity of data on fathers' parenting practices from non-Western contexts. To achieve the study aims, a latent profile analysis based on warmth and control dimensions of parenting was performed using a nationally representative sample of 1070 urban fathers in Turkey. Using scores on six parenting behavior variables (i.e., warmth, punishment, inductive reasoning, positive parenting, discipline and teaching responsibilities, time and talking together), results revealed four fathering profiles: "authoritative" (30%), "average" (45%), "uninvolved" (16%), and "disciplining-distant" (8%). Furthermore, the results showed that the fathering profiles significantly differed from each other on the marital satisfaction and spousal support scores. Results highlight the importance of investigating fathering behaviors and their predictors in different cultures.

More play and fewer screens: a way to improve preschoolers’ mental health? Cross-sectional findings from the British Preschool-children's Play Survey

BackgroundChildren increasingly engage in more screentime and less play. Concurrently, 10% of UK children now have a diagnosable mental health condition. Adventurous play (ie, thrilling and exciting play, likely inducing fear or uncertainty) might prevent mental health problems but is unexplored in preschoolers. We assessed the association between mental health and both adventurous play and screentime, hypothesising that more adventurous play and less screentime would be associated with better mental health. MethodsThis cross-sectional study used data from a nationally representative sample of caregivers of children aged 2–4 years. Participants were recruited through YouGov in February 2023 and gave informed consent (Cambridge University Ethics HSSREC.22·312). We derived three behavioural exposures and four mental health outcomes from parent-report. Exposures were time (in h/week) a child spent playing adventurously, looking at a screen for educational purposed, and looking at a screen for recreational purposes. Outcomes were: internalising and externalising score from the Strengths and Difficulties Questionnaire (SDQ) and positive and negative affect scores from the Positive and Negative Affect Schedule for Children-P (PANAS). We conducted linear regression to explore associations between the three behavioural exposures and four mental health outcomes. We also tested for interactions between adventurous play and each screentime. We adjusted for child and parental demographic variables, using a Bonferroni-corrected α (0·0125). FindingsCare-givers of 1079 children provided valid data for all variables (age 2: n=319 [30%], age 3: 384 [36%], age 4: 376 [35%]; female n=517 [48%], male n=562 [52%]; white: n=878 [81%], mixed ethnicity: n=80 [7%], other: n=221 [11%]). For each additional hour per week a children engaged in adventurous play, they had lower internalising (β –0·02, 95% CI –0·03 to –0·00) and externalising (–0·02, –0·03 to –0·00) scores, and higher positive affect (0·06, 0·05 to 0·08). Compared with 0–2 h/week of educational screentime, longer educational screentime was associated with higher internalising scores (4–6 h: 1·42, 0·62 to 2·21; ≥6 h: 2·56, 1·40 to 3·72) and negative affect (4–6 h: 1·54, 0·84 to 2·23; ≥6 h: 2·17, 0·88 to 3·46). Recreational screentime was not associated with outcomes. No significant interactions were identified. InterpretationAdventurous play was associated with better mental health, whereas high educational screentime was associated with poorer mental health; although effect sizes were small. Consistent with research in older children, associations with positive affect were stronger than mental health symptoms. No significant effect of recreational screentime was found, possibly due to underreporting, as it might be deemed less socially desirable than educational screentime, where effects were seen. Reliance on parental-report remains a limitation of this study. Nevertheless, this is the first work to demonstrate that diverse play opportunities for preschools, including taking risks, might be important for their mental health. FundingWellcome Trust and the Medical Research Council.

Efficacy of technology‐based parenting programmes in reducing behaviour problems: An analysis of systematic reviews and meta‐analyses

AbstractRecently, especially after the 2020 COVID‐19 pandemic, the shift towards technology‐based non‐face‐to‐face family prevention programmes to deal with problem behaviours has increased. Different systematic reviews and meta‐analyses have explored the results of the virtual versions of the programmes. However, a global summary or systematized overview of the main conclusions and implications of the different reviews is needed to establish the scientific contributions of the new formats and to help the providers of the online programmes to know the components that work and to what extent. A lack of systematized information on the different delivery modes has also been detected. This study addresses these issues by systematically analysing existing reviews and meta‐analyses, examining the reported outcomes and, when available, results related to delivery conditions and adherence variables. The analysis results suggest a reduction in children's problem behaviours and a consensus on the necessity of reporting on the parental stress variable. In conclusion, it highlights the need for more information on delivery conditions, given the structural change in how these programmes or interventions are provided, together with data on adherence and family variables (family relationships and interactions such as family communication and family resilience).

Association between Parental Variables and Career Decision-Making Self-Efficacy: A Systematic Literature Review

Career decision-making self-efficacy is an individual believe that they can complete tasks related to career decision-making. Many studies about CDMSE focusing on correlational research and case studies, but still lack studies focusing CDMSE with Systematic Literature Review (SLR). This study aims to determine the relationship between parental variables and career decision-making self-efficacy through SLR method. This study use Systematic Literature Review method by reviewing articles from 2016-2021 which published in Google Scholar, PubMed, and Semantic Scholar. The study design was using Preferred Reporting Items for Systematic Literature Reviews and Meta-Analysis (PRISMA) guidelines. After screening process with Rayyan, we found five relevant articles which state parental support had positive correlation with career decision-making self-efficacy. It is concluded that parental support can make teenagers believe that they can complete tasks related to making career decisions.

PENGARUH EKSPLORASI KARIR (CAREER EXPLORATION) DAN DUKUNGAN SOSIAL ORANGTUA (PARENTAL SOCIAL SUPPORT) TERHADAP KECEMASAN KARIR (CAREER ANXIETY) SISWA SMA

One of the inhibiting factors that teenagers face in achieving their career success is anxiety and fear. Meanwhile, the search for self-identity is a common source of anxiety. This study aims to measure the effects of career exploration and parental social support on career anxiety level of students of State Senior High School 75 Jakarta. The ex-post facto research design adopted in this study is Multiple Correlation. The population involved in this study consists of 252 class XII students of the State Senior High School 75 Jakarta. The sample in this study consists of 155 students. The result of the research shows that the career exploration had no significant effect on career anxiety, it was decided that H0 is acceptable with a conclusion that the career exploration variable had no significant effect on career anxiety, whereas the parental social support had a significant effect on career anxiety. In overall, the career exploration and parental social support variables have a significant correlation in their impact on the students’ career anxiety.

한국과 중국 부모의 자녀가치 인식과 유아 발달기대 비교연구

Objectives The purpose of this study was to find out whether there is a difference between Korean and Chinese parents' perceptions of their children's value and their children's developmental expectations during early childhood in Korea and China.&#x0D; Methods The purposes of a questionnaire survey was conducted with parents of 3-5 year olds in Korean and Chinese early childhood education institutions. Frequency analysis, t-test, one-way analysis of variance (ANOVA), and Scheffé's validation were conducted on the basis of the response data of 344 Korean parents and 535 Chinese parents, totaling 879 respondents.&#x0D; Results First, there is a significant difference between Korean and Chinese parents in the level of child value perception in terms of instrumental value and affordable value, with Chinese parents having a slightly higher perception of instrumental value and Korean parents having a higher perception of affordable value. Second, among the variables of Korean and Chinese parents' demographic backgrounds, significant differences in child value perceptions emerged in terms of parents' gender, age, and education level. Third, Korean and Chinese parents showed significant differences in the level of expectations for early childhood development in all domains except social norms. Korean parents showed the highest developmental expectations in academic ability, and Chinese parents showed the highest level of language assertiveness. Fourth, there was a significant difference between Korean and Chinese parents' socio-demographic factors in the level of expectations for early childhood development with respect to parents' gender, age, and education level. However, Korean and Chinese parents did not show any meaningful differences in the gender of their children.&#x0D; Conclusions The changes and differences in perceptions of young parents in modern Korean and Chinese societies regarding the value of their children and the level of expectations for their development. In addition, we will gain insights into the relationship between parents and children in the two countries, in order to understand the social problems related to low birth rate and early childhood development from an international perspective, and to provide basic information that will help us to find out the significance of improvement programs.

Assessment of Gene Action and Identification of Heterotic Hybrids for Enhancing Yield in Field Pea

Eight field pea parental lines and their twenty-eight F1s resulting from diallel design (excluding reciprocal) were analyzed for their combining ability and heterosis for yield and associated traits. ANOVA revealed significant variation among parents and among hybrids for days to 50% flowering, plant height, total number of pods, effective pods, seeds per pod, 100-seed weight, biological yield and seed yield; pod length also revealed significant differences among hybrids, suggesting the occurrence of considerable variability for studied traits. Crosses P-1541-16 × P-92-97-11 and P-1541-16 × P-1297-97 displayed significant heterosis over better-parent and control varieties for seed yield and associated traits. Combining ability analysis showedthat SCAvariance was considerably higher than corresponding GCAvariance for all traits. Genotype Aman and P-1297-97 were identified as good general combiners for seed yield, while cross P-1541-16 × P-1297-97, Aman × EC-564817, P-1541-16 × P-92-97-11 and P-1297-97 × P-92-97-11 were identified as specific cross-combiners for most of the studied traits. Consequently, these crosses might be exploited in future breeding programs to find desired segregants. PCA explained 81.68% and 83.34% variability in parents and crosses, respectively, for yield component. Furthermore, trait association between GCA effects and SCA effects demonstrates that biological yield, total number of pods, and effective pods exhibit additive gene action, but 100-seed weight exhibits non-additive gene action.

The Effect of Self-Efficacy, Socioeconomic Parents, and Job Expectations on Interest in Continuing Masters Studies

The study aimed to see the effect of self-efficacy, socioeconomic parents, and job expectations on the interest in continuing master's studies in Office Administration Education students at Surabaya State University. The study used a quantitative method of associative approach. Research data were obtained by distributing questionnaires via google form. The research subjects were 55 undergraduate student populations of Office Administration Education Study Program at Surabaya State University Class of 2019. Using the total sampling form, all members of the population were determined as research samples. Instrument construction testing uses validity and reliability tests, while data analysis uses classical assumption tests, multiple linear regression analysis, and hypothesis testing assisted by IBM SPSS 23. The research findings show that partially there is a positive and simultaneously significant effect of the variables of self-efficacy, socioeconomic parents, and job expectations on the interest in continuing master's studies in Surabaya State University Office Administration Education students.

The Mediating Role of Sibling Relationships in the Relationship Between Parental Achievement Support and Pressure and Psychological Resilience

A healthy family climate, including parents' attitudes towards their children and the quality of sibling relationships, is essential for child resilience. One of the domains where parental attitudes are determinative is the children's academic life. In an unhealthy family climate, for instance, parental pressure for academic success may cause dysfunctional sibling relationships and low-level psychological resilience in children. The aim is to investigate the mediating role of sibling relationships in the association between parental academic achievement pressure and support and children's resilience levels. Five hundred and one children (10–14 years old) participated in the study. Children completed the Parent Academic Achievement Pressure and Support Scale (PAAPSS), Sibling Relationship Questionnaire (SRQ), Child and Youth Resilience Measure (CYRM-12), and Demographic Information Form. Findings from the two different mediation models of Hayes Process Macro revealed that sibling relationship characteristics of warmth, intimacy, and status, or power, mediated the relationship between parental academic support and resilience levels. Rivalry and conflict were not significant mediators. All parental (i.e., support) and sibling relationship variables explained the 41% variance in child resilience (Model 1). Sibling relationship characteristics of warmth or intimacy, status or power, rivalry, and conflict mediated the relationship between parental academic pressure and resilience. All parental (i.e., pressure) and sibling relationship variables explained the 35% variance in child resilience (Model 2). To improve children's resilience, we propose healthier parental attitudes toward academic issues and more functional sibling relationships.

The Reality Of Emotional Balance Among Gifted Students In The Middle Schools In Haifa District

The current study aimed to measure emotional balance among gifted students in middle school. The study sought to examine the type of differences in the average responses of gifted children on the emotional stability scale for gifted students in the Haifa District due to the variables of gender, academic grade, school achievement, residential area , and parents’ educational level. A questionnaire was used to measure emotional balance, and the study sample consisted of (72) gifted middle school students in the Haifa District, who were selected randomly and intentionally from the study population of (200) male and female students. The results revealed that the level of emotional balance among gifted students in middle schools in the Haifa District came in large degrees and very high levels, meaning that there was a high degree of emotional balance among gifted students. The results showed that there were no statistically significant differences at the significance level (0.05 &gt; a). In the responses of gifted students to a measure of emotional stability among gifted students in middle schools in the Haifa district, due to the variables of gender, grade, school achievement, residential area, and parents’ educational level.

Utilizing Ogura-CMS and doubled haploid lines of cabbage for new-generation hybrid breeding

In this study, we report the development of a uniform hybrid of cabbage by utilizing cytoplasmic male sterile (CMS) and doubled haploid (DH) genotypes. Firstly, 26 cabbage genotypes were subjected to molecular diversity analysis using 52 SSR primers. Most divergent parents representing CMS (6) and DH (5) genotypes were crossed in Line × Tester mating design during the summer of 2018. During winter, 2018-19, all the parents, their 30 F1’s, and one standard check cultivar (Pusa Hybrid-81) were evaluated for different horticultural traits. Based on the mean performance, three lines viz. KTCB-836A, KTCB-5A, KTCB-6A and two testers viz., KTCB-50-1 and KTCB-51-19 were found superior. Hence, these genotypes can be utilized in future cabbage hybrid breeding programs. While among the 30 DH-based hybrids, six cross combinations viz. KTCB-1A × KTCB-50-1 (586.82 q), KTCB-836A × KTCB-51-19 (568.93 q), KTCB-836A × KTCB-51-2 (557.27 q), KTCB-836A × KTCB-50-3 (527.90 q), KTCB-836A × KTCB-51-6 (517.08 q) and KTCB-836A × KTCB-50-1 (513.06 q) were found superior than the Standard check cultivar, Pusa Hybrid-81 (405.93 q). As these hybrids were quite uniform hence, after multilocations testing they can be released for commercial cultivation in India.

Sleep patterns among preschool offspring of parents with and without psychopathology: Association with the development of psychopathology in childhood.

Disturbed sleep during early childhood predicts social-emotional problems. However, it is not known how various early childhood sleep phenotypes are associated with the development of childhood psychopathology, nor whether these relationships vary as a function of parental psychopathology. We identified sleep phenotypes among preschool youth; examined whether these phenotypes were associated with child and parent factors; and determined if early sleep phenotypes predicted later childhood psychopathology. Using data from the Pittsburgh Bipolar Offspring study, parents with bipolar disorder (BD), non-BD psychopathology, and healthy controls reported about themselves and their offspring (n = 218) when their children were ages 2-5. Offspring and parents were interviewed directly approximately every 2 years from ages 6-18. Latent class analysis (LCA) identified latent sleep classes; we compared these classes on offspring demographics, parental sleep variables, and parental diagnoses. Kaplan-Meier survival models estimated hazard of developing any new-onset Axis-I disorders, as well as BD specifically, for each class. The optimal LCA solution featured four sleep classes, which we characterized as (1) good sleep, (2) wake after sleep onset problems, (3) bedtime problems (e.g., trouble falling asleep, resists going to bed), and (4) poor sleep generally. Good sleepers tended to have significantly less parental psychopathology than the other three classes. Risk of developing new-onset Axis-I disorders was highest among the poor sleep class and lowest among the good sleep class. Preschool sleep phenotypes are an important predictor of the development of psychopathology. Future work is needed to understand the biopsychosocial processes underlying these trajectories.