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.…

This longitudinal study of Australian families (n = 1,884, from age 6-12) examined how fathers' and mothers' quantitative involvement (time spent on childcare) and qualitative involvement (specific parenting behaviors) relate to children's emotional adjustment development. We used dynamic structural equation modeling to disentangle stable…

This study focused on associations between children's socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological control), and the moderating role of children's social withdrawal (as a temperamental characteristic) in these associations.…

School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the…

Parental incarceration (PI) is negatively associated with emotional, educational, and psychological child outcomes. However, few studies explore potential mechanisms through which these outcomes are transmitted or the means by which prosocial outcomes might develop. This study used data from two waves of a population cohort study of children aged…

This study examined how quantity and quality of early childhood education and care (ECEC) are related to the socio-emotional adjustment of children born in Germany (30-48 months old, N = 395). Previous research focused on a small set of ECEC features, used broad measures, and yielded inconclusive results. We assessed ECEC quantity (age at entry,…

Background: Developmental language disorder (DLD) is common in children, but little is known about its association with quality of life (QoL) in middle childhood. QoL is a complex construct, aligning with an individual's sense of well-being and is related to functional limitations associated with DLD. Biopsychosocial models of disability account…

The current study examined (1) if the Strengths and Difficulties Questionnaire (SDQ) would yield alternative factor structures related to either symptoms or strengths with early adolescent students when an exploratory factor analysis (EFA) is used; (2) which scales best predicted suspensions of typically developing early adolescents; and (3) what…

Some aspects of child non-cognitive development in pre-school have independently been shown to predict academic outcomes in later primary and early high school. However, the extent to which each aspect uniquely predicts these outcomes remains unclear. It is also unclear as to what mechanisms may predict these aspects of non-cognitive development.…

We assessed the extent to which feelings of sympathy and aggressive behaviors codeveloped from 6 to 12 years of age in a representative sample of Swiss children (N = 1,273). Caregivers and teachers reported children's sympathy and overt aggression in 3-year intervals. Second-order latent curve models indicated general mean-level declines in…

Background: Language development has been characterised by significant individual stability from school entry. However, the extent to which trajectories of language growth vary in children with language disorder as a function of co-occurring developmental challenges is a question of theoretical import, with implications for service provision.…

There is growing consensus among researchers and practitioners that children's socialemotional readiness makes unique contributions to their successful transition to and progress through school. However, many children still begin school ill-prepared for the behavioral demands they will encounter in the classroom. This study examines the joint…

The present study examined teachers' domain-specific self-efficacy (TSE) in relation to individual students with a variety of social-emotional behaviors in class. Using a sample of 526 third- to sixth-grade students and 69 teachers, multilevel modeling was conducted to examine students' externalizing, internalizing, and prosocial behaviors as…

Data from a large prospective longitudinal study (n = 1,239) was used to investigate the association between observed sensitive parenting in early childhood and children's representations of family relationships as measured by the Family Drawing Paradigm (FDP) in first grade as well as the extent to which these representations partially mediate…

In this study, the role of teacher-student relationships and students' social and emotional skills as potential predictors of students' emotional and behavioural difficulties was investigated by tapping into 962 primary school students' perceptions via questionnaires. While significant correlations were found linking teachers' interpersonal…