1981/01/01 by Sarah E. Fine, SARAH E. FINE, Carroll E. Izard +15
Engineering · Materials Science · Psychology · Social Sciences · #Child and Adolescent Psychosocial and Emotional Development #Early Childhood Education and Development #Nuclear Materials and Properties #Nuclear and radioactivity studies #Nuclear reactor physics and engineering #Parental Involvement in Education
paper · doi:10.1017/s095457940300018x
openalex publication_date 1981/01/01 · openalex created_date 2016/06/24 · openalex updated_date 2026/06/11
In this longitudinal study, we examined the relations between emotion knowledge in first grade, teacher reports of internalizing and externalizing behaviors from first grade, and children's self-reported internalizing behaviors in fifth grade. At Time 1, we assessed emotion knowledge, expressive vocabulary, caregiver-reported earned income, and teacher-rated internalizing and externalizing behaviors in 7-year-old children from economically disadvantaged families (N = 154). At Time 2, when the children were age 11, we collected children's self-reports of negative emotions, depression, anxiety, and loneliness. First grade teacher-reported externalizing behaviors, but not first grade internalizing behaviors, were positively related to children's self-reports of internalizing behaviors in fifth grade. First grade emotion knowledge accounted for a significant amount of variance in children's self-reports of internalizing symptoms 4 years later, after controlling for per capita earned income, expressive vocabulary, and teacher-reported internalizing and externalizing behaviors in first grade.