Differentiating Externalizing Behaviors in Early Childhood: The Role of Negative Affectivity and Attentional Control
| dc.contributor.author | Ermanni, Briana L. | en |
| dc.contributor.committeechair | Bell, Martha Ann | en |
| dc.contributor.committeemember | Smith, Cynthia L. | en |
| dc.contributor.committeemember | Kim-Spoon, Jungmeen | en |
| dc.contributor.department | Psychology | en |
| dc.date.accessioned | 2023-02-06T20:53:24Z | en |
| dc.date.available | 2023-02-06T20:53:24Z | en |
| dc.date.issued | 2022-12-14 | en |
| dc.description.abstract | My thesis project aimed to assess potential meaningful differences in the behavioral subtypes of externalizing behaviors in children. Externalizing behaviors are a style of behavioral adjustment that are characteristic of early childhood behavior problems. They are commonly measured in developmental and clinical research using the Externalizing Scale of the Child Behavior Checklist (CBCL). The scale is comprised of Aggressive and Rule-Breaking Behaviors, which are divergent in their developmental trajectory and personological distinctions: aggressive behaviors have emotional underpinnings like frustration, whereas rule-breaking is linked to behavioral impulsivity. In situations of low regulation, negative affectivity may differentially predispose children to these behaviors due to a reactive propensity for anger and frustration. Attentional control can act to regulate these behaviors through shifting and focusing of attention, but may execute this regulation differently based on the situational context. The role of contextual attentional control in predicting two distinct externalizing behaviors has not been sufficiently evaluated in children. AC was behaviorally coded for during a frustrating context. Child behavior problems and temperament were assessed via parent report. Two mediation models were assessed with NA, AC, and aggressive and rule-breaking behaviors, but no indirect effects were found. When individual components of AC were assessed separately as moderations as opposed to mediations, attention shifting played a prominent role and moderated both the aggressive and rule-breaking models. Findings further clarify the role of attention in the relation between temperament and childhood behavior problems. | en |
| dc.description.abstractgeneral | Behavior problems in early childhood consist of aggressive and rule-breaking behaviors, which are distinct behaviors with meaningful differences in how they develop. Aggressive behaviors are marked by physical tendencies such as hitting and fighting, whereas rule-breaking behaviors tend to be non-aggressive, consisting of more impulsive behaviors like stealing, cheating, and lying. Negative affectivity in toddlerhood is a predictor of both behaviors, reflecting a heightened predisposition towards negative emotions like anger and frustration. Attentional control is a form of self-regulation, consisting of shifting and focusing attention, that may be responsible for regulating the impact of negative affectivity on each externalizing behavior. Additionally, attentional control in childhood may regulate each behavior differently based on context. The goal of the current study was to understand how negative affectivity predicts each behavior differently through attentional control, specifically based on the context it is measured in. Aggressive behaviors, rule-breaking behaviors, and negative affectivity were measured using parent-report questionnaire, and attentional control was behaviorally coded for during a frustrating puzzle task. Two mediation models were assessed with negative affectivity, attentional control, and aggressive and rule-breaking behaviors, but there were no significant findings. When individual components of attentional control (shifting and focusing) were assessed separately as moderators, attention shifting moderated the relation between negative affectivity and both aggressive and rule-breaking behaviors. Findings further clarify the role of attention in the relation between temperament and childhood behavior problems. | en |
| dc.description.degree | M.S. | en |
| dc.format.medium | ETD | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.uri | http://hdl.handle.net/10919/113689 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.subject | externalizing behaviors | en |
| dc.subject | temperament | en |
| dc.subject | attentional control | en |
| dc.subject | early childhood | en |
| dc.title | Differentiating Externalizing Behaviors in Early Childhood: The Role of Negative Affectivity and Attentional Control | en |
| dc.type | Thesis | en |
| thesis.degree.discipline | Developmental | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | masters | en |
| thesis.degree.name | M.S. | en |