Kristin L. Moilanen, Ph.D.


Visiting Senior Research Specialist, University of Illinois at Chicago; Editor in Chief, Journal of Applied Developmental Psychology

Parental Negative Control Moderates the Shyness–Emotion Regulation Pathway to School-Age Internalizing Symptoms


Journal article


Xin Feng, D. Shaw, Kristin L Moilanen
Journal of abnormal child psychology, 2011

Semantic Scholar DOI PubMed
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APA
Feng, X., Shaw, D., & Moilanen, K. L. (2011). Parental Negative Control Moderates the Shyness–Emotion Regulation Pathway to School-Age Internalizing Symptoms. Journal of Abnormal Child Psychology.

Chicago/Turabian
Feng, Xin, D. Shaw, and Kristin L Moilanen. “Parental Negative Control Moderates the Shyness–Emotion Regulation Pathway to School-Age Internalizing Symptoms.” Journal of abnormal child psychology (2011).

MLA
Feng, Xin, et al. “Parental Negative Control Moderates the Shyness–Emotion Regulation Pathway to School-Age Internalizing Symptoms.” Journal of Abnormal Child Psychology, 2011.


Abstract

Models of developmental psychopathology emphasize both mediation and moderation processes among child and caregiving attributes; however, little research has examined both these processes simultaneously on the development of internalizing problems. This study tested a moderated mediation model that related early childhood shyness, emotion regulation and maternal negative control to school-age internalizing problems among 257 boys from low-income families. Shyness and maternal negative control was assessed at ages 1.5–2, emotion regulation was observed at age 3.5, and internalizing symptoms were assessed by mothers and teachers at age 6 or 7. Results indicated that 1) the active distraction regulation strategy mediated the relations between early shyness and maternal report of internalizing symptoms; 2) the passive/dependent regulation strategy mediated the relations between shyness and teacher report of internalizing symptoms; and 3) both mediation processes were moderated by maternal negative control. The results are discussed in relation to implications for early prevention and intervention.


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