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Despite the importance of self‐control for well‐being and adjustment, its development from early childhood to early adolescence has been relatively understudied. We addressed the development of mother‐reported self‐control in what is likely the largest and longest longitudinal twin study of the topic to this day (N = 1889 individual children with data from at least one of five waves: ages 3, 5, 6.5, 8–9 and 11 years). We examined rank‐order change in self‐control from early childhood to early adolescence, genetic and environmental contributions to variance in the trait and differential developmental trajectories. The relative contribution of genetic and environmental factors to change and stability was also examined. Results point at middle childhood as a period of potential transition and change. During this period the rank‐order stability of self‐control increases, heritability rates substantially rise, and a cross‐over occurs in two of the self‐control trajectories. Nonadditive genetic effects contribute to both stability and change in self‐control while the nonshared environment contributes mostly to change, with no effect for the shared environment. Our findings suggest that new genetic factors, that emerge around age 6.5 and whose effect on self‐control is carried on along development, may partially account for changes in self‐control around late middle childhood, and explain the growing stability in the trait approaching early adolescence. We discuss the implications of the special role of middle childhood for self‐control development. [ABSTRACT FROM AUTHOR]

The parent–child relationship is critically important for children's functioning and long-term outcomes. Although typically measured by self-report or global codes in observed interactions, parent–child interactions actually occur on a moment-to-moment basis, with frequent shifts in behavior and affect happening in each member of the dyad. Even so, moment-to-moment interactions in these dyads are rarely studied. We sought to illuminate how complementarity, or the extent to which behavior in one member of the dyad shapes that of the other, impacts the quality of the parent–child relationship. Parent–child dyads in 1,030 families completed a cooperative video-recorded task, after which each member of the dyad was rated on warmth and control twice a second. Results illustrated high levels of warmth and control complementarity in parent–child relationships, with mothers showing more complementarity than fathers and greater control complementarity relative to warmth complementarity. Results showed mother–child and father–child warmth complementarity was associated with increased parent–child reciprocity, whereas mother–child and father–child control complementarity was associated with increased parent–child cooperation. In addition, father–child warmth complementarity was associated with a decrease in observed father–child conflict and an increase in father–child cooperation. Finally, father–child control complementarity was associated with a decrease in observed father–child reciprocity. However, no significant associations were found between complementarity and family reports of parental involvement or conflict with child. Results highlight complementarity as an important part of parent–child interactions but also indicate it is relationship- and domain specific. [ABSTRACT FROM AUTHOR]

Study Objectives: Children with evening chronotype may be at risk for insufficient sleep because their chronotype makes it difficult to sustain healthy sleep habits. We evaluated bidirectional relationships between chronotype and sleep hygiene., Methods: Two hundred forty-six children (n = 246 at T1, n = 200 at T2, n = 147 at T3), with a mean age of 9.9 (SD=1.4) at T1, participated in a longitudinal study on sleep and substance use. Participants either had a parental history of alcohol use disorder or were matched controls. The Adolescent Sleep Hygiene Scale measured sleep hygiene. Chronotype was measured using the Morningness/Eveningness Questionnaire. We used random intercept cross-lagged panel models to examine longitudinal relations between chronotype and sleep hygiene across three time points, each approximately 1 year apart., Results: Chronotype at T1 predicted sleep hygiene at T2 (b=0.38, p < .05). Chronotype at T2 predicted sleep hygiene at T3 (b=0.38, p < .05). T1 Sleep Hygiene predicted chronotype at T2 (b=0.27, p < .05). T2 Sleep Hygiene predicted chronotype at T3 (b=0.24, p < .05). Chronotype also predicted itself over time (T1-T2: b=0.31, p < .05; T2-T3: b=0.31, p < .05). Sleep hygiene did not predict itself at future time points. Parental history of alcohol use disorder did not predict sleep hygiene or chronotype., Conclusions: There is a bidirectional relationship between chronotype and sleep hygiene; more eveningness predicts poorer sleep hygiene at a later time point, and poorer sleep hygiene predicts more eveningness later. Sleep hygiene is not stable over time and may be a more modifiable target for public health interventions than chronotype., Competing Interests: Declaration of conflicts of interest The authors have no competing interests to declare., (Copyright © 2024 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.)

Background: Educational attainment (EduA) is correlated with life outcomes, and EduA itself is influenced by both cognitive and non-cognitive factors. A recent study performed a 'genome-wide association study (GWAS) by subtraction,' subtracting genetic effects for cognitive performance from an educational attainment GWAS to create orthogonal 'cognitive' and 'non-cognitive' factors. These cognitive and non-cognitive factors showed associations with behavioral health outcomes in adults; however, whether these correlations are present during childhood is unclear., Methods: Using data from up to 5517 youth (ages 9-11) of European ancestry from the ongoing Adolescent Brain Cognitive Development SM Study, we examined associations between polygenic scores (PGS) for cognitive and non-cognitive factors and cognition, risk tolerance, decision-making & personality, substance initiation, psychopathology, and brain structure (e.g. volume, fractional anisotropy [FA]). Within-sibling analyses estimated whether observed genetic associations may be consistent with direct genetic effects., Results: Both PGSs were associated with greater cognition and lower impulsivity, drive, and severity of psychotic-like experiences. The cognitive PGS was also associated with greater risk tolerance, increased odds of choosing delayed reward, and decreased likelihood of ADHD and bipolar disorder; the non-cognitive PGS was associated with lack of perseverance and reward responsiveness. Cognitive PGS were more strongly associated with larger regional cortical volumes; non-cognitive PGS were more strongly associated with higher FA. All associations were characterized by small effects., Conclusions: While the small sizes of these associations suggest that they are not effective for prediction within individuals, cognitive and non-cognitive PGS show unique associations with phenotypes in childhood at the population level.

Background: Eating in the absence of hunger (EAH) is a behavioral phenotype of pediatric obesity characterized by the consumption of palatable foods beyond hunger. Studies in children have identified EAH to be stable over time, but findings are unclear on whether it predicts the development of adiposity, particularly in middle childhood, a period of increased autonomy over food choices., Objectives: We hypothesized that EAH would remain stable and be associated with increased adiposity over a ≥1-y prospective study in 7-8-y old children without obesity. Secondary hypotheses tested whether physical activity moderated the impact of EAH on adiposity., Methods: Children (n =72, age 7.8 ± 0.6 y; BMI% <90th), in a 7-visit longitudinal study, had EAH, adiposity, and physical activity assessed at baseline (time 1 - T1) and follow-up (time 2 - T2). EAH was determined by measuring children's intake from 9 energy-dense (>3.9 kcal/g) sweet and savory foods during a 10-min access period after intake of a standard meal eaten to satiation. Adiposity was measured by dual-energy X-ray absorptiometry (DXA), with an outcome of fat mass index (FMI; fat mass/height in m 2 ). Seven days of wrist-worn Actigraphy quantified moderate-to-vigorous-physical activity (MVPA) and sedentary time., Results: EAH had moderate stability across time points (ICC = 0.54). ICCs were stronger for sweet (ICC = 0.53) than savory (ICC = 0.38) foods. Linear regression predicting 1-y change in FMI (adjusted for income, parent education, sex, time to follow-up, T2 Tanner stage, maternal weight status, and baseline adiposity) found that both total and sweet food EAH at baseline predicted increases in adiposity (P < 0.05 for both). EAH and adiposity were negatively correlated among children with high MVPA and low sedentary time., Conclusions: These findings show that EAH is a stable predictive phenotype of increases in adiposity over 1 y among youth in middle childhood, although activity-related behaviors may moderate this effect. If replicated, targeting EAH as part of interventions may prevent excess adiposity gain., Trial Registration Number: The data was obtained from the Food and Brain study with registration number: NCT03341247., Competing Interests: Conflict of interest All authors report no conflict of interest., (Copyright © 2024 American Society for Nutrition. Published by Elsevier Inc. All rights reserved.)

Introduction The model proposed by Rothbart is one of the most frequently used models to describe children’s temperament. However, the structure of temperamental traits in children is not unambiguous. We examine this structure in children from 3 to 10 years of age using two different measures in a less often studied cultural context (i.e., central Europe), and using a recently developed and still less common approach to study the internal structure of scales (i.e., network psychometrics). Material and methods This paper examines the structure of temperamental dimensions in children using two different measures – the Children’s Behavior Questionnaire (CBQ) and the Temperament in Middle Childhood Questionnaire (TMCQ) – in two studies conducted on children aged 4-7 years (N = 178; CBQ) and aged 7-10 years (N = 189; TMCQ). We verified the structural validity of these measures with a bootstrapped exploratory graph analysis, which represents the network psychometric approach. Results Network psychometric analysis supported differentiation of three factors of temperamental traits in both groups of children. In addition, the construct validity of these instruments was supported through correlations of the temperament factors measured by the CBQ and the TMCQ with Emotionality, Activity, Sociability, and Shyness scales measured with the EAS Temperament Survey; and through confirmation of expected gender differences in the CBQ and TMCQ factors. Conclusions Our findings support a three-factor solution of temperamental traits in children representing Negative Affectivity, Effortful Control, and Surgency.

The purpose of this research is to describe the parenting patterns of middle childhood children who have personality disorders in Sobih Hamlet, Waru Village, Pamekasan. This type of qualitative research with a phenomenological approach. Data collection techniques are observation, documentation and interviews with parents, children, and their closest family and teachers. The analytical techniques used are data reduction, data display, and conclusion drawing/verification. The results showed: 1) the parenting style applied by the first parent was authoritarian parenting by limiting the child and giving punishment when the child made a mistake that was not in accordance with the will of the parents. The second parenting style is permissive, that is, children are given any freedom without parental supervision. 2) authoritarian parenting style applied by parents has a negative impact, namely not confident, aggressive, difficult to socialize, and has selfishness. Permissive parenting applied by parents will have an impact on learning achievement, children may become lazy and spoiled, and do not care about the learning outcomes achieved due to lack of attention from parents.

Research suggests that children’s exposure to pollutants may impact their neurocognitive development. While researchers have found associations between air pollutants and cognitive development, these associations remain underspecified. Further, these exposures occur in the context of the built environment and may be exacerbated by local social vulnerability; in this context, individuals may experience a suite of socioenvironmental stressors that lead to increased cumulative risk exposure. In this pilot study, we tested whether real-time-measured personal exposure to PM2.5 relates to children’s executive function and mathematical skills, outcomes that may predict later mathematical performance, general academic performance and even employment outcomes. We recruited 30 families to participate in two rounds in Winter 2020 and Summer 2021. We collected children’s demographic data, as well as data about their living environment. In each round, children carried a small device that collected real-time ambient air pollution data for 3 days; parents logged their children’s activities each day. On the last day, children completed cognitive assessments indexing their working memory (n-back), inhibitory control (Go/No-Go), nonsymbolic math skills (dot comparison), and arithmetic skills (equation verification). Overall, 29 participants had pollutant readings from both rounds, and 21 had a full dataset. Nonparametric statistical analysis revealed no significant differences in ambient air pollution and cognitive performance over time, Spearman’s rho correlation assessment found that PM2.5 was not significantly correlated with cognitive outcomes in R1 and R2. However, the correlations suggested that an increase in PM2.5 was associated with worse working memory, inhibitory control, nonsymbolic skills, and arithmetic skills, at least in R1. We used each participant’s zip code-aggregated Social Vulnerability Index, which range from 0 to 1, with higher numbers indicating more social vulnerability. Wilcoxon Rank-Sum tests indicated that participants living in higher SVI zip codes (≥0.70; n = 15) were not significantly different from those living in lower SVI zip codes (

Separate lines of research on prosocial development suggest that although toddlers worldwide are eagerly helpful, older children help voluntarily in some communities but in other communities, children become resistant to helping with household work. This study investigated these discrepancies by interviewing 64 Mexican‐heritage and middle‐class European American mothers of 2–3‐year‐olds and 6–7‐year‐olds, all living in the US (20 and 12 at these ages in each community). Mothers' reports are consistent with diverging developmental patterns, and illuminate how the children become involved in helping with work at home: Most 2–3‐year‐olds helped voluntarily, with their own initiative (although Mexican‐heritage children did so more). At age 6–7, Mexican‐heritage children usually helped with their own initiative whereas middle‐class European American children seldom did so; they generally helped under adult management and control, in contractual arrangements. Accounting for cultural variation is important for advancing theories of prosocial development; the paper suggests socialization practices that may explain the different patterns. [ABSTRACT FROM AUTHOR]

This study examined whether effortful control (executive control [EC], delay ability [DA]) accounted for the effects of early‐childhood contextual factors (income, cumulative risk, parenting) on middle‐childhood adjustment (social competence, internalizing and externalizing problems), or whether contextual factors account for observed associations between effortful control and adjustment. A sample of children and parents (N = 306) were assessed when children were 3‐, 5‐, and 8‐years. Age‐3 income and cumulative risk predicted changes in age‐8 EC. Also, age‐3 parenting predicted changes in effortful control. Warmth and limit setting predicted increases in EC, whereas negativity predicted decreases in DA from the age of 3 to 5, and scaffolding predicted increases in EC and DA from the age of 5 to 8. In turn, age‐8 EC was associated with higher social competence. However, neither age‐8 EC nor DA was associated with internalizing or externalizing above the effects of age‐8 stress (negative life events). The findings indicate that early‐childhood income, adversity, and parenting are relevant in predicting effortful control development into middle‐childhood, and in turn, middle‐childhood social competence. However, concurrent stress appears more relevant to adjustment problems, implying some of the effects of effortful control might be accounted for by the context of risk. [ABSTRACT FROM AUTHOR]

The current study examined the possible moderating influence of hot and cool executive function (EF) on the relationship between temperament and psychological difficulties in middle childhood. One hundred and twenty-six children and their parents (n = 105) participated. Children aged between 5 and 12 years completed three hot (motivational decision-making on the Cambridge Gambling Task (CGT), delayed gratification, and Theory of Mind [ToM]) and three cool EF (working memory, inhibition, and attentional set shifting) measures. Children's parents completed the Behavioral Inhibition Sensitivity (BIS) and Behavioral Approach Sensitivity (BAS) Scale and the Strengths and Difficulties Questionnaire. Hot EF (CGT, ToM) exacerbated the relationship between BAS and externalizing problems. Neither hot nor cool EF moderated the relationship between BIS and internalizing problems. The current findings provide further evidence of a hot-cool distinction in EF in middle childhood, suggesting that these constructs should be investigated separately when assessing EF. In addition, by considering potential interactions between temperament and EF, clinicians/researchers may be able to predict broad categories of psychological problems in middle childhood. [ABSTRACT FROM AUTHOR]

Research on the associations among adversity, executive function (EF), and academic outcomes in low- and middle-income countries, where developmental risk factors are more prevalent and impoverished environments are more widespread than in high income countries, is sparse. This study examines the relations among cumulative risk. EF, and learning outcomes measured 2-years later in Ghanaian third- and fourth-graders (N = 371,49% female), shedding light on underlying mechanisms of how risk can undermine learning. A cumulative risk index was created based on a set of four child-reported risk factors: home aggression, unsafe home neighborhood, hunger. and having worked for pay. Cumulative risk and EF were negatively correlated. Learning outcomes (literacy and math test scores) were negatively correlated with earlier measures of cumulative risk and positively correlated with earlier measures of EF. EF mediated the association between cumulative risk and later learning outcomes, accounting for 65.3% of the total effect for literacy and 100% for math. This mediated pathway was robust to controls for child and household sociodemographic characteristics. The findings contribute to a small evidence base on the mediating role of EF in linking adversity and learning outcomes in a global context. [ABSTRACT FROM AUTHOR]

Emotion regulation (ER) has been identified as a transdiagnostic risk factor for psychopathology, making it an ideal target for prevention and treatment. This study explores how parents can nurture the development of child ER. In April 2022, a systematic review was executed focusing on malleable factors in the parental emotion-socialization process during middle childhood. Papers in PubMed, Web of Science and Medline were screened on content-related and methodological criteria. Their methodological quality was assessed. Knowledge was assembled using a summarizing framework encompassing four factors involved in emotion socialization. Fifty papers shed light on modifiable factors at the level of parental meta-emotion philosophy, emotion-related socialization behaviors, the ER skills of parents and the emotional climate of the family. Adaptive socialization appears to be context- and child-specific, thereby taxing parents' ER skills and their ability to put them into practice flexibly. The four changeable factors in the emotion-socialization process are highly intertwined, resulting in four possible entries for parent-directed interventions. Importantly, time should be devoted to the ER capacities of parents and their ability to attune to the situation and their child. Regarding the latter, replication studies are necessary. Recommendations for clinical interventions are provided. [ABSTRACT FROM AUTHOR]

Objective. To identify the cultural knowledge of suicide that children have in middle childhood, how they know about it, what causes may they attribute to it, the associated emotions and their beliefs for its prevention. Methodology. A total of 59 urban boys and girls between 8 and 11 years old from Guadalajara, Mexico, were interviewed. Results. Most of the participants knew the meaning of the word suicide. They obtained knowledge of suicide through content on the Internet and television. Likewise, the emotional problems in children, emotional abuse in the family and bullying were placed as causes of child suicide. The associated emotions were sadness, anger, and fear. They considered that suicide prevention could be through greater understanding towards the child, greater coexistence, monitoring those at risk of suicide and physically preventing it. Conclusions. It is possible to propose culturally appropriate prevention strategies. [ABSTRACT FROM AUTHOR]

Middle childhood seems to be crucial for the emergence of a moral identity, that is, an evaluative stance of how important it is for someone's sense of self to be moral. This study investigates the effects of moral identity on the neural processing of moral content in 10‐year‐old children. Participants were presented with scenes portraying prosocial and antisocial behavior, while electroencephalographic responses were collected. Analyses of event‐related potentials (ERPs) showed that, for children with a strong moral identity, antisocial scenes elicited a greater early posterior negativity (EPN) as compared to prosocial scenes. Thus, for children with a strong moral identity, antisocial scenes capture more attentional resources than prosocial ones in early processing stages. In contrast to previous findings with adults, the implicit moral self‐concept was not related to any ERP differences. Overall, the results show that, even in its developmental emergence, moral identity relates to the neurocognitive processing of third‐party moral content. Together, the study supports the social‐cognitive model of the development of moral identity, according to which moral identity is based on a chronical activation of moral schemas that guide a person's perception of the social world. [ABSTRACT FROM AUTHOR]

Past meta-analyses show that both child-mother and child-father attachment insecurity are independently and jointly associated with more externalizing behaviors in children. Little is known, however, on the ways that different types of insecure attachment independently and jointly predict the development of externalizing behaviors over time. Existing work also neglects the impact of children's gender within the context of child-father relationships. The current study addresses these limitations by investigating how insecure type of child-father attachment, child-mother attachment, and their interaction in the preschool years predict boys' and girls' externalizing behaviors in middle childhood, when controlling for children's externalizing behaviors in the preschool years. The sample included 144 preschool-aged children (M = 46.89 months, SD = 8.77, 83 girls) and both of their parents. At Time 1, children completed independent separation-reunion procedures with each parent, which were coded using the Preschool Attachment Rating Scales. At Time 1 and Time 2 (5 years later), mothers and fathers completed the Strengths and Difficulties Questionnaire to report on their children's externalizing behaviors. Results showed no systematic differences in the way that child-mother and child-father attachment predicted the development of externalizing behaviors in boys and girls. Across all children, results identified an interaction of child-father and child-mother ambivalence, by which the presence of ambivalence toward both parents predicted the development of more externalizing behaviors. In addition, child-father con-trolling-caregiving attachment predicted the development of fewer externalizing behaviors. These results provide insight into the ways that insecure child-father and child-mother attachment predict later socio-emotional adaptation. [ABSTRACT FROM AUTHOR]

Young children have often been shown to be highly motivated towards learning foreign languages in primary school, but for their enthusiasm to decrease during secondary schooling. Many reasons have been put forward, such as novelty wearing off, teaching styles, or societal and peer pressure. Little is known about changes in attitudes and motivation in primary school aged children when these factors are kept constant, the only variable being the age of the children. The present study investigated differences in attitudes and motivation at two different ages (5 and 7) in such a setting. Two intact classes in the same school (53 children with no prior knowledge of French), taught the same material by the same teacher, took part in focus groups and one-to-one interviews during the course of a larger longitudinal project investigating the role of age in early classroom learning. Results show that changes in motivation might occur earlier than previously thought, and be shaped by developmental changes in children's cognitive, social and emotional growth. Children as young as 5 and 7 were shown to exhibit differences in levels of self-regulation, self-efficacy, and thought and beliefs frames which had a direct impact on their attitudinal and motivational profiles. [ABSTRACT FROM AUTHOR]

A child's capability to comprehend and manage emotions is a by-product of the emotional bonding between him and his parents. Initially a child requires help with developing emotional awareness and understanding. As the child develops so does their knowledge about the world and other people. This is where the child needs help with emotional expression and emotional regulation. Emotion regulation will then lead to reflective functioning or mentalization. This whole process is necessary for a child to develop a strong emotional backbone and is only possible when there is good parent-child emotional communication. One of the components of good emotional communication in parents is their educational background. We hypothesize that the higher the educational back ground, better the quality of emotional communication between parent and child. A 75 item questionnaire (one for child and a separate questionnaire for father and mother) was developed to measure five dimensions of emotional communication: emotional awareness, emotion regulation, emotional understanding, emotion expression and reflective functioning. The results indicated that for all the participants father, mother, child for father and child for mother showed significant impact of parents educational level over emotional communication. [ABSTRACT FROM AUTHOR]

In this randomized controlled trial, we investigated the effectiveness of the brief, home-based Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) in parents of 257 school-aged twin pairs (N = 514 children, Mage = 7.92, SD = 0.66), replicating a previous study testing the effectiveness of the intervention in parents with preschool-aged twins (Euser et al., 2021). We conducted two pretests (1 year apart) and one posttest 1 month after the intervention. An age-adequate twin-adapted version of the VIPP-SD was used in primary caregivers (91% female). We examined the main effect of the intervention on observed parental sensitivity and sensitive discipline and on attitudes toward sensitivity and sensitive discipline. We also investigated whether parents who are more susceptible to the environment, as measured by their self- and partner-reported current temperamental reactivity, benefitted more from the intervention. In our sample with older children, the VIPP-SD did not significantly change observed parental sensitivity or sensitive discipline in the intervention group compared to the control group. The VIPP-SD did improve parents' attitude toward sensitivity, but not toward discipline. Intervention effects were not moderated by temperamental reactivity of the parents, providing no support for the differential susceptibility hypothesis. Future research might examine the differential susceptibility hypothesis in parents using stress-reactivity or genetic susceptibility markers instead of self-reported reactive temperament. [ABSTRACT FROM AUTHOR]

The relationship between parents and children is important for realizing developmental tasks, intra-family, and peer relationships. Self-concept and self-esteem are closely related to a person's personality and identity. This study examined the relationship between 5th grade primary school students' secure attachment to their mothers and their self-perceptions. The study group consisted of 431 5th grade students in a secondary school, aged 12-13 years. Piers Harris' Child Self-Concept Scale (PHCSCS) and Kerns Secure Attachment Scale-KSS were used to collecting data. The correlation coefficient and the decision tree CHAID algorithm, one of the classification techniques, were used to estimate data trends in the data analysis. The CHAID analysis was used to decide whether demographic characteristics and secure attachment to the mother, which are independent variables, affect self- perception, the dependent variable, and the extent of this effect. Finally, secure attachment to the mother and self-perception in middle childhood were related to the father's occupation; family structure, birth order, and gender were important variables in the child's self-perception. It was found that the mother-child secure attachment pattern in middle childhood affected the development of high self-perception. It is foreseen that the consequences of the study will provide to the literature. [ABSTRACT FROM AUTHOR]

The understanding of the mind and its relation with cognitive abilities during middle childhood is still limited. One dimension of it, the interpretive diversity understanding, represents an understanding that people can have different interpretations of the same situation due to differences in their beliefs, attitudes, and knowledge. We aim to investigate, for the first time in literature, three dimensions of advanced theory of mind (ToM): faux-pas understanding, strange stories and interpretive ToM, in relation with executive functions (working memory, inhibition and switching), in an emotional framework (anxiety symptoms) during middle childhood (9-12 years). Results revealed that the three ToM abilities did not correlate with each other, and only strange stories correlated with inhibition and switching. On the other hand, the total ToM score based on the three measures was predicted by working memory and comprehension. These results support the approach to ToM as a noncoherent construct in middle childhood, and the need for further research that looks at the subdimensions included under the executive functions and ToM umbrella. Understanding the relationship between ToM dimensions, as well their interdependence with executive functions is essential for preventing early social and cognitive difficulties during middle childhood. [ABSTRACT FROM AUTHOR]

• Executive functions (EF) explain variability in social-cognitive but not in social-perceptual Theory of Mind (ToM) • Working memory is a significant predictor of social-cognitive ToM in middle childhood. • The quality and quantity of social interactions did not mediate the relationship between EF and ToM. This study explored the interplay of executive functions (EFs), social interactions, and theory of mind (ToM) in middle childhood. The first aim was to examine how specific EFs—shifting, inhibition, and working memory (WM)—predict social-perceptual and social-cognitive ToM. The second aim was to explore the potential mediating role of social interactions in the EF–ToM relationship. A total of 98 children aged 8 to 11 years completed three computerized EF tasks (task switching, flanker, and running span) and two ToM tasks (Strange Stories and Reading the Mind in the Eyes). The quality and quantity of social interactions were self-reported by using questionnaires. First, multiple regression analyses with age-adjusted scores examined how specific EFs predict ToM scores. The regression model was significant for social-cognitive ToM, but not for social-perceptual ToM. WM accuracy was the only significant, positive predictor for performance on the Strange Stories task. Second, mediation analyses assessed whether social interactions mediate this EF–ToM relationship. There were no significant mediation effects of the quality and quantity of social interactions on the relationship between WM and social-cognitive ToM. In conclusion, EFs play a significant role in explaining social-cognitive ToM variability in middle childhood. WM is relevant for understanding others' mental states, in contrast to shifting and inhibition that lacked predictive value. The results also suggest different cognitive processes associated with social-perceptual versus social-cognitive ToM in this developmental stage. [ABSTRACT FROM AUTHOR]

Reduced grey matter volume (GMV) is widely implicated in psychopathology, but studies have found mostly overlapping areas of GMV reduction across disorders rather than unique neural signatures, potentially due to pervasive comorbidity. GMV reductions may be associated with broader psychopathology dimensions rather than specific disorders. We used an empirically supported bifactor model consisting of common psychopathology and internalizing- and externalizing-specific factors to evaluate whether latent psychopathology dimensions yield a clearer, more parsimonious pattern of GMV reduction in prefrontal and limbic/paralimbic areas implicated in individual disorders. A community sample of children (n=254, ages 6-10) was used to to evaluate whether GMV reductions could constitute early neural risk factors. The common psychopathology factor was associated with reduced GMV in prefrontal areas (dorsal, orbitofrontal, ventrolateral). The internalizing-specific factor was related to reduced GMV in limbic/paralimbic areas (hippocampus, amygdala, insula). No significant associations were found between GMV and the externalizing-specific factor after accounting for common psychopathology.

Objectives Children who are new to Canada have unique circumstances that can be associated with their emotional health. Using linked immigration and child self-report data, we examined associations between changes in children’s social support and emotional health from ages 9 to 12, for immigrant, refugee, and non-immigrant children. Approach A population sample of N = 4664 immigrant, refugee, and non-immigrant children reported on their peer support and school belonging, as well as their emotional health (life satisfaction, self-esteem, sadness), in Grades 4 and 7. Social support and emotional health were measured using the Middle Years Development Instrument (MDI). Migration background including age at arrival, migration class, generation status, and source region, was obtained from the Immigration, Refugees, and Citizenship Canada database, individually linked to MDI records using children’s Personal Education Number and child date of birth. Multi-level modelling assessed associations adjusting for confounders. Results In the linked sample, 19% of children were first- or second-generation economic immigrants (themselves or their parents were born outside of Canada), 8% were family immigrants, and 5% were refugees. Children with refugee backgrounds reported lower life satisfaction and self-esteem and higher sadness in Grade 4 compared to all other groups. Children with immigration backgrounds reported lower life satisfaction and self-esteem and higher sadness compared to non-immigrants. Refugee children had significantly more positive changes in emotional health from Grades 4 to 7 compared to non-immigrants, and significantly more positive changes in social supports. Positive changes in social supports were associated with positive changes in emotional health of similar magnitude for all children, regardless of migration background. Children with refugee backgrounds on average experienced improved emotional health during middle childhood, and changes in peer support partially accounted for these changes. Conclusion Results suggest that children with migration backgrounds enter school with lower emotional health and are likely to benefit from increased social supports. Likewise, incorporating opportunities to build peer relationships and school belonging is likely to benefit all children, regardless of migration background.

It is still not known how a person acquires the ability to think about extraordinary minds. This study examined the point at which a significant distinction appears, the conceptual differentiation of the ordinary mind from the extraordinary mind. Additionally, it examined whether this distance is related to a certain type of conceptual knowledge and understanding of religious concepts. The study involved 117 children from Poland within the age range of 3 to 7 years old (56% girls; 44% boys). The following methods were used: The Deceptive Box Task, The Conceptual reasoning scale from the IDS-P, and the Short test of understanding religious concepts. The obtained results are closer to one of the hypotheses discussed in this area—the anthropomorphism hypothesis, which assumes that after gaining competence in understanding ordinary minds, children begin to build and understand the competencies of extraordinary minds.

Previous cross-sectional and unidirectional longitudinal studies have identified positive associations between childhood victimization and neuroticism in children. However, these studies have not simultaneously examined multiple common sources of childhood victimization (family abuse, teacher abuse, and peer victimization) in relation to neuroticism nor have they distinguished between- and within-person effects. Moreover, the moderating role of child sex in their associations has yet to be fully evaluated. This study examined the within-person longitudinal associations between three common sources of childhood victimization and neuroticism in Chinese children and whether these effects differed between boys and girls. The sample included 4315 children (55.1 % boys) with an average age of 9.93 (SD = 0.73) years from a large city in China. Participants completed self-report measures on five occasions across two years, employing six-month intervals. Random Intercept Cross-Lagged Panel Models (RI-CLPMs) were used to distinguish between-person and within-person effects. Results included: (a) Family abuse (excluding sexual abuse) and peer victimization directly predicted subsequent increases in neuroticism at the within-person level and vice versa, whereas teacher abuse and neuroticism did not reveal significant longitudinal relations at the within-person level; (b) The effect of family abuse on neuroticism at the within-person level was stronger in boys, while the effect of peer victimization on neuroticism at the within-person level was stronger in girls. Prevention and intervention strategies targeting high neuroticism and childhood victimization should consider the roles of both family and peer systems. [ABSTRACT FROM AUTHOR]

This study addresses how maternal positivity and negativity toward a child in three countries, separately and in combination are related to attachment in middle childhood. We first developed an ecologically valid emic measure of the Maternal Positivity-Negativity Scale through an interview-based study (90 mothers) and then tested our hypotheses in a separate study. The child's attachment security (where the child uses the mother as a safe haven and secure base) and insecurity (attachment anxiety and avoidance) were assessed using standard measures. Equal numbers of mothers and their children between 8 and 12 years of age from Poland, Turkey, and the Netherlands participated in the main study (756 dyads). Results revealed that: (1) maternal positivity was more strongly associated, than maternal negativity, with child security; (2) maternal negativity was more strongly associated, than maternal positivity, with child anxiety, and its relation was stronger when maternal positivity was low; (3) maternal negativity was more strongly associated with child anxiety than with child avoidance; (4) the maternal positivity-over-negativity prevalence index was related to child attachment security and insecurity; (5) relations between maternal positivity and child attachment were moderated by culture. Results are discussed considering attachment in middle childhood and culture-related perspectives. [ABSTRACT FROM AUTHOR]

This study examined the link between theory of mind (ToM) in middle childhood and teachers' propensity for mental‐state language and self‐reported conversational‐instruction strategies. Multilevel analyses on 430 Italian children (221 girls, Mage = 9.34 years, SD =.63, Range: 7.95–11.43 years) from 27 primary‐school classrooms and their teachers showed that: (i) there were striking between‐classroom differences in children's ToM; (ii) teachers' propensity for mental‐state language (β =.14) and self‐reported conversational‐instruction strategies (β =.16) were uniquely associated with pupils' ToM even when child‐related (i.e., age, verbal ability, number of siblings and SES) and teacher‐related variables (i.e., ToM, verbal ability and years of experience) were controlled; and (iii) the association between self‐reported conversational‐instruction strategies and ToM was significant in older children and smaller classrooms. These findings extend socio‐cultural accounts of ToM by showing a developmental continuity of environmental effects on children's ToM. [ABSTRACT FROM AUTHOR]

This study examines the representation of friendship during middle childhood and its impact on aggressive behavior. The literature shows that friendship is almost a "gym of social skills," which, in turn, are protective factors against aggressive behavior; in this regard, the quality of friendship is especially important, but this quality becomes less and less accessible to direct observation as children grow older and spend most of their time in the externally regulated environment of primary school. To assess friendship quality requires allowing children to present their own perspective on the relationship, a goal that we have tackled through drawing. Children aged 6–11 years were individually asked to draw themselves and a close friend in two situations (i.e., relational wellbeing and relational distress) and to complete a 20-item scale of physical and verbal aggression. Data were analyzed with three main aims, namely, (1) to show if and how the representation of two core features of relationships (i.e., relatedness and individuality) changes according to the situation and/or according to the children's gender; (2) to focus on the representation of distressing situations to verify if they coincide with forms of conflict and if they differ according to the children's gender; and (3) to verify if the strength of indices of relatedness and individuality, both in situations of wellbeing and distress, predicts children's tendency to enact aggressive behaviors. The results confirm that relatedness is the dominant feature of friendship, especially in the situation of wellbeing and when the situation becomes distressing. Conflict is not always present when children do not feel fine with their friends; boys and girls do not differ significantly in this regard, but they do differ in terms of the management of relatedness and individuality when problematic situations arise. In line with previous studies, sex is the main predictor of aggressive behavior with peers, with boys more at risk than girls; however, the capacity to relate with one's own friend even in difficult times (in which boys are not inferior to girls) predicts lesser aggression with peers in general. [ABSTRACT FROM AUTHOR]

The goal of this study was to expand current attachment models by validating a three-component model of the supervision partnership conceptualization of attachment (accessibility and availability of attachment figures, willingness to communicate, and mutual recognition of other's rights in decision-making). The model was tested by examining associations with parenting, friendship quality, other attachment measures, temperament, and IQ. In a sample of 92 10- to 14-year-olds, the three components of the supervision partnership were significantly related to each other, other attachment measures and child reports of parenting and friendship, and demonstrated some discriminant validity with temperament and IQ. This study provides support for the supervision partnership as a phase of attachment in late middle childhood and early adolescence. [ABSTRACT FROM AUTHOR]

The relation between the understanding of the mind as being constructive, anxiety, and parental factors is not fully elucidated. Interpretive diversity understanding represents an understanding that people can have a different interpretation of the same situation due to differences in beliefs, attitudes, and knowledge. We aim to bring together two approaches to this concept: the interpretive theory of mind (ToMi), and the constructivist theory of mind (ToMc) and relate them to anxiety symptoms and parental practices during middle childhood (8-12 years). In two studies, we used a restricted view paradigm to assess ToMi, a questionnaire to assess ToMc (the Constructivist Theory of Mind Interview, short written version in Study 1, and extended interview in Study 2) and parental and child reports of parental practices, as well as children's anxiety symptoms. Results revealed that the two interpretive diversity understanding tasks were positively associated (Study 2). Overall, warm parental practices were positively associated with ToM tasks and a significant predictor for the ToMc interview answers. On the other hand, parental rejection and overprotection were negatively associated with performance on the ToMi task, with the ToMc score and positively with anxiety symptoms. Understanding the relationship between ToM, anxiety, and parental practices is essential for preventing early social and emotional difficulties during middle childhood. [ABSTRACT FROM AUTHOR]

Purpose: Adopted children are at heightened risk for developing attachment insecurity due to relational disruptions experienced early in life. A newly developed therapy, Lifespan Integration (LI; Pace in Lifespan Integration: Connecting ego states through time (5th ed.), 2012), shows promise in reducing psychopathology and other detrimental outcomes with individuals exhibiting disrupted attachment. In this study, the efficacy of LI for addressing attachment processes with adopted children in middle childhood was investigated. Methods: A Hermeneutic Single Case Efficacy Design (Elliott in Psychotherapy Research, 12(1), 1-21, 2002 & The handbook of humanistic psychology: Theory, research and practice (2nd ed., pp. 351-360), 2015) was used to gather quantitative and qualitative data from an adoptive parent–child dyad experiencing LI therapy for the first time. The research participant, a 12-year-old male, received 10 sessions of LI therapy with his adoptive mother present to facilitate a more secure attachment. Results: Client change and the contribution of LI to this change was advocated by expert case developers, and adjudicated by three experts, who concluded that change occurred and that this change was due to LI therapy. Changes in internal attachment processes, and the attachment bond between the parent and child of this dyad, was observed. Conclusions: This case provides evidence that attachment disruptions can potentially be repaired in middle childhood and ought to be targeted for intervention in early childhood and beyond to prevent later socio-emotional and psychological issues. [ABSTRACT FROM AUTHOR]

Childhood is marked by profound changes in prosocial behaviour. The underlying motivational mechanisms remain poorly understood. We investigated the development of altruistically motivated helping in middle childhood and the neurocognitive and ‐affective mechanisms driving this development. One‐hundred and twenty seven 6–12 year‐old children performed a novel gustatory costly helping task designed to measure altruistic motivations of helping behaviour. Neurocognitive and ‐affective mechanisms including emotion regulation, emotional clarity and attentional reorienting were assessed experimentally through an extensive task‐battery while functional brain activity and connectivity were measured during an empathy for taste paradigm and during rest. Altruistically motivated helping increased with age. Out of all mechanisms probed for, only emotional clarity increased with age and accounted for altruistically motivated helping. This was associated with greater functional integration of the empathy‐related network with fronto‐parietal brain regions at rest. We isolate a highly specific neuroaffective mechanism as the crucial driver of altruistically motivated helping during child development. [ABSTRACT FROM AUTHOR]

Recent research suggests that Attention Deficit Hyperactivity Disorder (ADHD) may be influenced by interactions between the individual and their social context. This study examined the predictive value of family context variables and attentional control levels on child ADHD symptoms. A new explanatory model of the relationship amongst these variables was also tested. A sample of 754 families with children aged 7 to 11 was assessed through the Conners Parent Rating Scale, the Haezi-Etxadi Family Assessment Scale, and the Attention Network Test. Path analysis models showed a predictive association between children ADHD symptoms and Social Support Network, Parental Stress, Parental Self-efficacy, Attentional Control and being male. Furthermore, a stronger Social Support Network was associated with greater Parental Self-efficacy, a variable that predicted Parental Stress levels and children ADHD symptoms. In conclusion, a new multi-influence model of variables linked to ADHD symptomatology during mid-childhood is provided, which may be useful to support the design of family interventions. Highlights: Qualitatively different measures from prior research on the presence of ADHD in school-aged children were analysed. The path model showed that parents who perceived a stronger social support network showed greater parental self-efficacy. Greater parental self-efficacy was associated with lower parental stress; both factors related to children's ADHD symptoms. Attentional control and male sex were also directly related to ADHD symptoms in the path SEM model. Results showed that even non-clinical samples might benefit from primary preventive interventions in positive parenting. [ABSTRACT FROM AUTHOR]

Abstract Background The relationship between parent–child attachment and executive function (EF) in middle childhood remains relatively poorly studied. Very little is known about the role that the child’s verbal ability might play in these relationships. Therefore, in the present study, we explored the concurrent links between perceived attachment security with parents and hot and cool inhibitory control (IC)—a core component of EF—as well as the potential mediating role of verbal ability in those links. Methods The participants were 160 children aged 8 to 12 (51% girls). They completed the Attachment Security Scale, the computerised version of the go/no-go task, the delay discounting task, and the vocabulary subtest from the Wechsler Intelligence Scale for Children. Pearson’s correlations were conducted to test relationships between the study variables. A hierarchical multiple linear regression analysis was performed to examine whether attachment security uniquely contributed to the outcomes after accounting for covariates. The indirect effects were tested using a non-parametric resampling bootstrap approach. Results The results showed that, after accounting for the child’s age and sex, there was a direct relationship between attachment security with the father and cool, but not hot, IC. However, there were no significant links between attachment security with the mother and both aspects of IC. We also found that children’s verbal ability played a mediating role in the associations between both child–father and child–mother attachment security and hot, but not cool, IC above and beyond the child’s age. Conclusions The current study extends previous work on executive functions in middle childhood. The results highlight the role of attachment in explaining individual differences in IC in middle childhood as well as the different mechanisms through which attachment with parents might explain cool vs. hot IC. The findings have potential implications for therapeutic interventions using the family context as a target to improve IC in middle childhood.

This study addresses how maternal positivity and negativity toward a child in three countries, separately and in combination are related to attachment in middle childhood. We first developed an ecologically valid emic measure of the Maternal Positivity-Negativity Scale through an interview-based study (90 mothers) and then tested our hypotheses in a separate study. The child’s attachment security (where the child uses the mother as a safe haven and secure base) and insecurity (attachment anxiety and avoidance) were assessed using standard measures. Equal numbers of mothers and their children between 8 and 12 years of age from Poland, Turkey, and the Netherlands participated in the main study (756 dyads). Results revealed that: (1) maternal positivity was more strongly associated, than maternal negativity, with child security; (2) maternal negativity was more strongly associated, than maternal positivity, with child anxiety, and its relation was stronger when maternal positivity was low; (3) maternal negativity was more strongly associated with child anxiety than with child avoidance; (4) the maternal positivity-over-negativity prevalence index was related to child attachment security and insecurity; (5) relations between maternal positivity and child attachment were moderated by culture. Results are discussed considering attachment in middle childhood and culture-related perspectives.

This study examines the representation of friendship during middle childhood and its impact on aggressive behavior. The literature shows that friendship is almost a “gym of social skills,” which, in turn, are protective factors against aggressive behavior; in this regard, the quality of friendship is especially important, but this quality becomes less and less accessible to direct observation as children grow older and spend most of their time in the externally regulated environment of primary school. To assess friendship quality requires allowing children to present their own perspective on the relationship, a goal that we have tackled through drawing. Children aged 6–11 years were individually asked to draw themselves and a close friend in two situations (i.e., relational wellbeing and relational distress) and to complete a 20-item scale of physical and verbal aggression. Data were analyzed with three main aims, namely, (1) to show if and how the representation of two core features of relationships (i.e., relatedness and individuality) changes according to the situation and/or according to the children’s gender; (2) to focus on the representation of distressing situations to verify if they coincide with forms of conflict and if they differ according to the children’s gender; and (3) to verify if the strength of indices of relatedness and individuality, both in situations of wellbeing and distress, predicts children’s tendency to enact aggressive behaviors. The results confirm that relatedness is the dominant feature of friendship, especially in the situation of wellbeing and when the situation becomes distressing. Conflict is not always present when children do not feel fine with their friends; boys and girls do not differ significantly in this regard, but they do differ in terms of the management of relatedness and individuality when problematic situations arise. In line with previous studies, sex is the main predictor of aggressive behavior with peers, with boys more at risk than girls; however, the capacity to relate with one’s own friend even in difficult times (in which boys are not inferior to girls) predicts lesser aggression with peers in general.

The transition from childhood to adolescence is marked by significant changes in peer interactions. However, limited research has examined the brain systems (e.g., mentalizing and reward networks) involved in direct peer interaction, particularly during childhood and early adolescence. Here, we analyzed fMRI data from 50 children aged 8–12 years while they participated in a task in which they chatted with a peer (Peer) or answered questions about a story character (Character). Using a beta-series correlation analysis, we investigated how social interaction modulates functional connectivity within and between mentalizing and reward networks and whether this modulation changes with age. We observed effects of social interaction on functional connectivity were modulated by age within the mentalizing and reward networks. Further, greater connectivity within and between these networks during social interaction was related to faster reaction time to the Peer versus Character condition. Similar effects were found in the salience and mirror neuron networks. These findings provide insights into age-related differences in how the brain supports social interaction, and thus have the potential to advance our understanding of core social difficulties in social-communicative disorders, such as autism spectrum disorder.

Mentalizing, or the ability to understand the mental states and intentions of others, is an essential social cognitive function that children learn and continue to cultivate into adolescence. While most typically developing children acquire sufficient mentalizing skills, individual differences in mentalizing persist throughout childhood and are likely influenced by a combination of cognitive functioning, the social environment, and biological factors. DNA methylation of the oxytocin receptor gene (OXTRm) impacts gene expression and is associated with increased brain activity in mentalizing regions during displays of animacy in healthy young adults. The establishment, fine-tuning, and implications of such associations in the context of broader social functioning remain unclear. Using a developmental neuroimaging epigenetic approach, we investigated the contributions of OXTRm to individual variability in brain function during animate motion perception in middle childhood. We find that higher levels of OXTRm are associated with increased neural responses in the left temporo-parietal junction and inferior frontal gyrus. We also find a positive association between neural activity in LTPJ and social skills. These findings provide evidence of epigenetic influence on the developing child brain and demonstrate that variability in neural social perception in childhood is multifaceted with contributions from individual social experience and the endogenous oxytocin system.

Success in adult life is associated with end of school academic attainment, but educational inequality is a major issue in the UK. Contextual background factors and personal attributes associated with student academic attainment have been identified in cross-sectional research. However, there has not been a systematic synthesis of these factors from longitudinal studies particularly with a focus on factors from middle childhood. The aim of this systematic review was to identify factors from middle childhood (6–12 years) that are associated with academic attainment at 15–17 years. Ninety UK studies met the inclusion criteria. Factors identified related to the student, socioeconomic, academic attainment, and the school. The quality of studies was generally rated as poor, and evidence for most factors was sparse, suggesting caution in interpretation. The middle childhood factors with the strongest evidence of association with later attainment were: prior attainment at the student level, student mental health, and gender. Generally, the results supported UK Government guidance on narrowing the education inequality gap although there was a lack of high-quality studies. The findings could be potentially useful for policymakers and schools in making decisions on effective interventions, policy choices, and funding allocations, particularly in the context of a socioecological framework. However, further research is needed in this area.Systematic Review Registrationhttps://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=136747, identifer: 136747.

Background: A healthy classroom climate has been related to the socioemotional development of learners. This, in turn, has been associated with an increase in academic success, intrapersonal skills and the quality of interpersonal relationships. Aim: This study aimed to investigate the impact of classroom climate on the emotional intelligence (EI) levels of South African primary school learners. The aim was also to determine which classroom factors promote, and which inhibit the development of EI. Setting: A purposive sample of 119 primary school learners from six classes in two government schools in Durban, Kwazulu-Natal was drawn. Ethical clearance and permission for the study were obtained from the relevant stake holders. Informed consent was obtained from the parents or guardians as well as the participants. Methods: The My Class Inventory (short form) (MCI-SF) and the Trait Emotional Intelligence Questionnaire (Child Short Form) (TEIQue-CSF) were administered. The former is a measure of classroom climate. Relations between classroom climate factors and EI were explored by means of Pearson’s correlations and stepwise multiple regression analysis. ANOVA and Kruskal-Wallis tests were used to compare the performance of the learners in the different classes in terms of these variables. Results: Results indicated a strong relation between classroom climate and EI; satisfaction and cohesiveness correlated positively with EI levels, whilst friction, competitiveness and difficulty correlated negatively with EI levels. Conclusion: The results contribute to the understanding of the development of a positive classroom climate. Intervention at classroom level might be a more viable option in resource-strapped contexts.

The current study examined 4- to 10-year-olds' and adults' (N=280) tendency to connect people's thoughts, emotions, and decisions into valence-matched mental state triads (thought valence=emotion valence=decision valence; e.g., anticipate something bad+feel worried+avoid) and valence-matched mental state dyads (thought-emotion, thought-decision, and emotion-decision). Participants heard vignettes about focal characters who re-encountered individuals who had previously harmed them twice, helped them twice, or both harmed and helped them. Baseline trials involved no past experience. Children and adults predicted the focal characters' thoughts (anticipate something good or bad), emotions (feel happy or worried), and decisions (go near or stay away). Results showed significant increases between 4 and 10years of age in the formation of valence-matched mental state triads and dyads, with thoughts and emotions most often aligned by valence. We also documented age-related improvement in awareness that uncertain situations elicit less valence-consistent mental states than more certain situations, with females expecting weaker coherence among characters' thoughts, emotions, and decisions than males. Controlling for age and sex, individuals with stronger executive function (working memory and inhibitory control) predicted more valence-aligned mental states. These findings add to the emerging literature on development and individual differences in children's reasoning about mental states and emotions during middle childhood and beyond.

In order to help youth succeed in today's challenging world, we explore new approaches to understand their emotional and cognitive functioning in the context of family experiences. In this study, the relationship between attachment security and self-concept was examined in middle childhood, as research has shown that both attachment quality and self-concept predict academic success. A total of 78 children (M = 8.9 years) participated in the study. The Kaplan-Main Family Drawing measure was utilized to assess children's representation of family relationships. The Coping Strategies Questionnaire-Revised (CSQ-R) was administered to assess three aspects (preoccupied attachment, avoidant attachment, and felt security) of the child's perceived mother-child relationship. Self-concept was measured using the Self-Perception Profile for Children in grades 3-8 and the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children in grades 2 and under. Children with a secure attachment representation, as determined by their family drawings, had a significantly higher self-concept in multiple domains, including global self-worth, than children with an insecure attachment representation. Felt security, as measured by the CSQ-R, was also positively correlated with most domains of self-concept. The findings suggest that an important developmental milestone such as self-concept, a critical component for academic success, can be predicted by attachment security in middle childhood with user-friendly measures of attachment if utilizing multiple measures concurrently. [ABSTRACT FROM AUTHOR]

Exuberance, a profile of temperament characterized in toddlerhood by high approach motivation, positive affect, and sociability, is associated with both adaptive and maladaptive socioemotional outcomes. The aims of the current study were to introduce a novel approach/avoidance‐eliciting social task, as well as longitudinally extend our understanding of toddlerhood exuberance to outcomes in middle childhood. Specifically, affect and social behavior at age seven during a high‐intensity game were compared to that observed during a low‐intensity freeplay task. As part of a longitudinal study, 291 infants were selected at 4 months for a wide range of reactivity to novelty. The sample was assessed repeatedly across early childhood (9, 24, and 36 months of age) and at 7 years of age. A high exuberance profile was formed with approach, positive, and sociable behaviors observed in the laboratory from 4 to 36 months. At 7 years of age, affect and social behavior were assessed during high‐ and low‐intensity interactions with an unfamiliar peer in the laboratory. Path Analyses using structural equation models demonstrated that a high exuberance profile was associated with greater positive social behavior at age 7 during a high‐intensity game, but not negative social behavior or behavior during a low‐intensity freeplay task. These results illuminate the need for targeted methodology, such as high‐intensity approach/avoidance‐eliciting social tasks, in order to clarify the links between early temperament and adaptive or maladaptive socioemotional outcomes across development. [ABSTRACT FROM AUTHOR]