Evidence map›Paper›PMID 28130704›Full record

ArticleJournal of abnormal child psychology2017

Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors?

Christopher J Lonigan, Jamie A Spiegel, J Marc Goodrich, Brittany M Morris, Colleen M Osborne, Matthew D Lerner, Beth M Phillips

Abstract read
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Article in Journal of abnormal child psychology, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 28 papers, 3 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
28citing papers in PubMed, 3 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

28 citing papers in PubMed, 3 syntheses or guidelines pooled it.

  1. Pooled it
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  20. The Relationship between Emotion Regulation and Emotion Knowledge in Preschoolers: A Longitudinal Study.International journal of environmental research and public health · 2020
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4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

7 authors.

Christopher J LoniganDepartment Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA. lonigan@psy.fsu.edu.
Jamie A SpiegelDepartment Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA.
J Marc GoodrichDepartment Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA.
Brittany M MorrisDepartment Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA.
Colleen M OsborneDepartment Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA.
Matthew D LernerDepartment Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, USA.
Beth M PhillipsFlorida Center for Reading Research, Florida State University, Tallahassee, FL, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

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. 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.

Indexed as

Internal-External ControlSelf-ControlAttentionChildChild Behavior DisordersChild, PreschoolExecutive FunctionFemaleHumansLanguageMaleProblem BehaviorSex FactorsExecutive functionExternalizing behaviorInattentionPreschoolSelf-regulation

Identifiers

PMID28130704

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.