Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-xm8r8 Total loading time: 0 Render date: 2024-06-29T13:32:03.708Z Has data issue: false hasContentIssue false

Part IV - Psychological Foundations of the Development of Coping

Published online by Cambridge University Press:  22 June 2023

Ellen A. Skinner
Affiliation:
Portland State University
Melanie J. Zimmer-Gembeck
Affiliation:
Griffith University, Queensland
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Al-Yagon, M., Lachmi, M., & Shalev, L. (2020). Coping strategies among adults with ADHD: The mediational role of attachment relationship patterns. Research in Developmental Disabilities, 102, Article 103657. https://doi.org/10.1016/j.ridd.2020.103657Google Scholar
Ayers, T. S., Sandler, I. N., West, S. G., & Roosa, M. W. (1996). A dispositional and situational assessment of children’s coping: Testing alternative models of coping. Journal of Personality, 64(4), 923958. https://doi.org/10.1111/j.1467-6494.1996.tb00949.xCrossRefGoogle ScholarPubMed
Babb, K. A., Levine, L. J., & Arseneault, J. M. (2010). Shifting gears: Coping flexibility in children with and without ADHD. International Journal of Behavioral Development, 34(1), 1023. https://doi.org/10.1177/0165025409345070Google Scholar
Banich, M. T., Mackiewicz, K. L., Depue, B. E., Whitmer, A. J., Miller, G. A., & Heller, W. (2009). Cognitive control mechanisms, emotion and memory: A neural perspective with implications for psychopathology. Neuroscience & Biobehavioral Reviews, 33(5), 613630. https://doi.org/10.1016/j.neubiorev.2008.09.010CrossRefGoogle ScholarPubMed
Baumeister, R. F., & Vohs, K. D. (Eds.). (2004). Handbook of self-regulation: Research, theory, and applications. Guilford Press.Google Scholar
Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326339. https://doi.org/10.1111/j.1467-8624.2009.01397.xGoogle Scholar
Boekaerts, M. (2010). Coping with stressful situations: An important aspect of self-regulation. In Peterson, P., Baker, E., & McGaw, B. (Eds.), International encyclopedia of education (pp. 570575). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00602-3CrossRefGoogle Scholar
Bolger, N. (1990). Coping as a personality process: A prospective study. Journal of Personality and Social Psychology, 59(3), 525537. https://doi.org/10.1037/0022-3514.59.3.525CrossRefGoogle ScholarPubMed
Bornstein, M. H., & Bradley, R. H. (Eds.). (2003). Socioeconomic status, parenting, and child development. Routledge. https://doi.org/10.4324/9781410607027Google Scholar
Caspi, A., Roberts, B. W., & Shiner, R. L. (2005). Personality development: Stability and change. Annual Review of Psychology, 56, 453484. https://doi.org/10.1146/annurev.psych.55.090902.141913Google Scholar
Caspi, A., & Silva, P. A. (1995). Temperamental qualities at age three predict personality traits in young adulthood: Longitudinal evidence from a birth cohort. Child Development, 66(2), 486498. https://doi.org/10.1111/j.1467-8624.1995.tb00885.xGoogle Scholar
Chad-Friedman, E., Botdorf, M., Riggins, T., & Dougherty, L. R. (2021). Early childhood cumulative risk is associated with decreased global brain measures, cortical thickness, and cognitive functioning in school-age children. Developmental Psychobiology, 63(2), 192205. https://doi.org/10.1002/dev.21956Google Scholar
Checa, P., Castellanos, M. C., Abundis-Gutiérrez, A., & Rosario Rueda, M. (2014). Development of neural mechanisms of conflict and error processing during childhood: Implications for self-regulation. Frontiers in Psychology, 5, Article 326. https://doi.org/10.3389/fpsyg.2014.00326Google Scholar
Checa, P., Rodríguez-Bailón, R., & Rueda, M. R. (2009). Neurocognitive and temperamental systems of self-regulation and early adolescents’ social and academic outcomes. Mind, Brain, and Education, 2(4), 177187. https://doi.org/10.1111/j.1751-228X.2008.00052.xGoogle Scholar
Colombo, J. (2001). The development of visual attention in infancy. Annual Review of Psychology, 52, 337367. https://doi.org/10.1146/annurev.psych.52.1.337Google Scholar
Compas, B. E. (1987). Coping with stress during childhood and adolescence. Psychological Bulletin, 101(3), 393403. https://doi.org/https://doi.org/10.1037/0033-2909.101.3.393Google Scholar
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87127. https://doi.org/10.1037/0033-2909.127.1.87Google Scholar
Conejero, Á., Guerra, S., Abundis-Gutiérrez, A., & Rueda, M. R. (2016). Frontal theta activation associated with error detection in toddlers: Influence of familial socioeconomic status. Developmental Science, 21, Article e12494. https://doi.org/10.1111/desc.12494CrossRefGoogle ScholarPubMed
Conejero, Á. & Rueda, M. R. (2017). Early development of executive attention. Journal of Child and Adolescent Behaviour, 5, Article 341. https://doi.org/10.4172/2375-4494.1000341Google Scholar
Conejero, Á., & Rueda, M. R. (2018). Infant temperament and family socio-economic status in relation to the emergence of attention regulation. Scientific Reports, 8(1), Article 11232. https://doi.org/10.1038/s41598-018-28831-xGoogle Scholar
Connor-Smith, J. K., & Flachsbart, C. (2007). Relations between personality and coping: A meta-analysis. Journal of Personality and Social Psychology, 93(6), 10801107. https://doi.org/10.1037/0022-3514.93.6.1080Google Scholar
Derryberry, D., Reed, M. A., & Pilkenton-Taylor, C. (2003). Temperament and coping: Advantages of an individual differences perspective. Development and Psychopathology, 15(4), 10491066. https://doi.org/10.1017/S0954579403000439CrossRefGoogle ScholarPubMed
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135168. https://doi.org/10.1146/annurev-psych-113011-143750Google Scholar
Dolcos, F., Iordan, A. D., & Dolcos, S. (2011). Neural correlates of emotion–cognition interactions: A review of evidence from brain imaging investigations. Journal of Cognitive Psychology, 23(6), 669694. https://doi.org/10.1080/20445911.2011.594433Google Scholar
Eisenberg, N., Fabes, R. A., & Guthrie, I. K. (1997). Coping with stress: The roles of regulation and development. In Sandler, J. N. & Wolchik, S. A. (Eds.), Handbook of children’s coping with common stressor, research, and intervention (pp. 4170). Plenum Press. https://doi.org/https://doi.org/10.1007/978-1-4757-2677-0_2CrossRefGoogle Scholar
Eisenberg, N., Fabes, R. A., & Murphy, B. C. (1996). Parents’ reactions to children’s negative emotions: Relations to children’s social competence and comforting behavior. Child Development, 67(5), 22272247. https://doi.org/10.2307/1131620Google Scholar
Eisenberg, N., & Valiente, C. (2004). Elaborations on a theme: Beyond main effects in relations of parenting to children’s coping and regulation. Parenting: Science and Practice, 4, 319323. https://doi.org/10.1207/s15327922par0404_2Google Scholar
Eschenbeck, H., Schmid, S., Schröder, I., Wasserfall, N., & Kohlmann, C. W. (2018). Development of coping strategies from childhood to adolescence: Cross-sectional and longitudinal trends. European Journal of Health Psychology, 25(1), 1830. https://doi.org/10.1027/2512-8442/a000005Google Scholar
Evans, G. W., & Kim, P. (2012). Childhood poverty and young adults’ allostatic load: The mediating role of childhood cumulative risk exposure. Psychological Science, 23(9), 979983. https://doi.org/10.1177/0956797612441218CrossRefGoogle Scholar
Fabes, R. A., & Eisenberg, N. (1997). Regulatory control and adults’ stress-related responses to daily life events. Journal of Personality and Social Psychology, 73(5), 11071117. https://doi.org/10.1037/0022-3514.73.5.1107CrossRefGoogle ScholarPubMed
Feldman, R. (2009). The development of regulatory functions from birth to 5 years: Insights from premature infants. Child Development, 80(2), 544561. https://doi.org/10.1111/j.1467-8624.2009.01278.xGoogle Scholar
Gray, J. A. (1991). The neuropsychology of temperament. In Strelau, J. & Angleitner, A. (Eds.), Explorations in temperament: Perspectives on individual differences (pp. 105128). Springer. https://doi.org/10.1007/978-1-4899-0643-4_8Google Scholar
Graziano, P. A., Calkins, S. D., & Keane, S. P. (2011). Sustained attention development during the toddlerhood to preschool period: Associations with toddlers’ emotion regulation strategies and maternal behavior. Infant and Child Development, 20(6), 389408. https://doi.org/10.1002/icd.731Google Scholar
Grey, M., Whittemore, R., Jaser, S., Ambrosino, J., Lindemann, E., Liberti, L., Northrup, V., & Dziura, J. (2009). Effects of coping skills training in school-age children with type 1 diabetes. Research in Nursing and Health, 32(4), 405418. https://doi.org/10.1002/nur.20336CrossRefGoogle ScholarPubMed
Hanson, J. L., Hair, N., Shen, D. G., Shi, F., Gilmore, J. H., Wolfe, B. L., & Pollak, S. D. (2013). Family poverty affects the rate of human infant brain growth. PLoS ONE, 8(12), Article e80954. https://doi.org/10.1371/journal.pone.0080954CrossRefGoogle ScholarPubMed
Harman, C., Rothbart, M. K., & Posner, M. I. (1997). Distress and attention interactions in early infancy. Motivation and Emotion, 21(1), 2743.Google Scholar
Herbers, J. E., Cutuli, J. J., Monn, A. R., Narayan, A. J., & Masten, A. S. (2014). Trauma, adversity, and parent–child relationships among young children experiencing homelessness. Journal of Abnormal Child Psychology, 42(7), 11671174. https://doi.org/10.1007/s10802-014-9868-7Google Scholar
Hocking, M. C., Barnes, M., Shaw, C., Lochman, J. E., Madan-Swain, A., & Saeed, S. (2011). Executive function and attention regulation as predictors of coping success in youth with functional abdominal pain. Journal of Pediatric Psychology, 36(1), 6473. https://doi.org/10.1093/jpepsy/jsq056CrossRefGoogle ScholarPubMed
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174180. https://doi.org/10.1016/j.tics.2012.01.006Google Scholar
Jaffee, S. R., Caspi, A., Moffitt, T. E., Polo-Tomás, M., & Taylor, A. (2007). Individual, family, and neighborhood factors distinguish resilient from non-resilient maltreated children: A cumulative stressors model. Child Abuse and Neglect, 31(3), 231253. https://doi.org/10.1016/j.chiabu.2006.03.011Google Scholar
Johnson, M. H., Posner, M. I., & Rothbart, M. K. (1991). Components of visual orienting in early infancy: Contingency learning, anticipatory looking, and disengaging. Journal of Cognitive Neuroscience, 3(4), 335344. https://doi.org/10.1162/jocn.1991.3.4.335Google Scholar
Kanske, P., Heissler, J., Schonfelder, S., & Wessa, M. (2012). Neural correlates of emotion regulation deficits in remitted depression: The influence of regulation strategy, habitual regulation use, and emotional valence. Neuroimage, 61(3), 686693. https://doi.org/10.1016/j.neuroimage.2012.03.089Google Scholar
Kanske, P., & Kotz, S. A. (2012). Effortful control, depression, and anxiety correlate with the influence of emotion on executive attentional control. Biological Psychology, 91(1), 8895. https://doi.org/10.1016/j.biopsycho.2012.04.007Google Scholar
Kaplan, S., & Berman, M. G. (2010). Directed attention as a common resource for executive functioning and self-regulation. Perspectives on Psychological Science, 5(1), 4357. https://doi.org/10.1177/1745691609356784Google Scholar
Khosravi, P., Parker, A. J., Shuback, A. T., & Adleman, N. E. (2020). Attention control ability, mood state, and emotional regulation ability partially affect executive control of attention on task-irrelevant emotional stimuli. Acta Psychologica, 210, Article 103169. https://doi.org/10.1016/j.actpsy.2020.103169CrossRefGoogle ScholarPubMed
Lengua, L. J. (2003). Associations among emotionality, self-regulation, adjustment problems, and positive adjustment in middle childhood. Journal of Applied Developmental Psychology, 24(5), 595618. https://doi.org/10.1016/j.appdev.2003.08.002Google Scholar
Lengua, L. J. (2006). Growth in temperament and parenting as predictors of adjustment during children’s transition to adolescence. Developmental Psychology, 42(5), 819832. https://doi.org/10.1037/0012-1649.42.5.819CrossRefGoogle ScholarPubMed
Lengua, L. J., & Long, A. C. (2002). The role of emotionality and self-regulation in the appraisal-coping process: Tests of direct and moderating effects. Journal of Applied Developmental Psychology, 23(4), 471493. https://doi.org/10.1016/S0193-3973(02)00129-6CrossRefGoogle Scholar
Li-Grining, C. P., McKinnon, R. D., & Raver, C. C. (2019). Self-regulation in early and middle childhood as a precursor to social adjustment among low-income, ethnic minority children. Merrill-Palmer Quarterly, 65(3), 265293. https://doi.org/10.13110/merrpalmquar1982.65.3.0265CrossRefGoogle ScholarPubMed
Lloyd, W. K., Morriss, J., Macdonald, B., Joanknecht, K., Nihouarn, J., & van Reekum, C. M. (2021). Longitudinal change in executive function is associated with impaired top-down frontolimbic regulation during reappraisal in older adults. NeuroImage, 225, Article 117488. https://doi.org/10.1016/j.neuroimage.2020.117488CrossRefGoogle ScholarPubMed
Loeffler, L. A. K., Satterthwaite, T. D., Habel, U., Schneider, F., Radke, S., & Derntl, B. (2019). Attention control and its emotion-specific association with cognitive emotion regulation in depression. Brain Imaging and Behavior, 13, 17661779. https://doi.org/10.1007/s11682-019-00174-9CrossRefGoogle ScholarPubMed
Masten, A. S., Miliotis, D., Graham-Bermann, S. A., Ramirez, M. L., & Neemann, J. (1993). Children in homeless families: Risks to mental health and development. Journal of Consulting and Clinical Psychology, 61(2), 335343. https://doi.org/10.1037/0022-006X.61.2.335Google Scholar
Mezzacappa, E. (2004). Alerting, orienting, and executive attention: Developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children. Child Development, 75(5), 13731386. https://doi.org/10.1111/j.1467-8624.2004.00746.xCrossRefGoogle Scholar
Miller, P. M. (2011). A critical analysis of the research on student homelessness. Review of Educational Research, 81(3), 308337. https://doi.org/10.3102/0034654311415120CrossRefGoogle Scholar
Morales, M., Mundy, P., Crowson, M. M., Neal, A. R., & Delgado, C. E. F. (2005). Individual differences in infant attention skills, joint attention, and emotion regulation behaviour. International Journal of Behavioral Development, 29(3), 259263. https://doi.org/10.1177/01650250444000432CrossRefGoogle Scholar
Morales, S., Pérez-Edgar, K. E., & Buss, K. A. (2015). Attention biases towards and away from threat mark the relation between early dysregulated fear and the later emergence of social withdrawal. Journal of Abnormal Child Psychology, 43(6), 10671078. https://doi.org/10.1007/s10802-014-9963-9CrossRefGoogle ScholarPubMed
Morasch, K. C., & Bell, M. A. (2012). Self-regulation of negative affect at 5 and 10 months. Developmental Psychobiology, 54(2), 215221. https://doi.org/10.1002/dev.20584CrossRefGoogle Scholar
Moscardino, U., & Axia, G. (2006). Infants’ responses to arm restraint at 2 and 6 months: A longitudinal study. Infant Behavior & Development, 29(1), 5969. https://doi.org/10.1016/j.infbeh.2005.07.002Google Scholar
Norman, D. A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behavior. In Davison, R. J., Schwartz, G. E., & Shapiro, D. (Eds.), Consciousness and self-regulation (pp. 118). Plenum Press.Google Scholar
Öner, S. (2018). Neural substrates of cognitive emotion regulation: A brief review. Psychiatry and Clinical Psychopharmacology, 28(1), 9196. https://doi.org/10.1080/24750573.2017.1407563Google Scholar
Oschner, K., & Gross, J. (2005). The cognitive control of emotion. Trends in Cognitive Sciences, 9(5), 242249. https://doi.org/10.1016/j.tics.2005.03.010Google Scholar
Petersen, S. E., & Posner, M. I. (2012). The attention system of the human brain: 20 years after. Annual Review of Neuroscience, 35(1), 7389. https://doi.org/10.1146/annurev-neuro-062111-150525CrossRefGoogle ScholarPubMed
Posner, M. I., Rothbart, M. K., & Rueda, M. R. (2013). Developing attention and self-regulation in infancy and childhood. In Rubenstein, J. L. R. & Rakic, P. (Eds.), Neural circuit development and function in the healthy and diseased brain (pp. 395411). Academic Press. https://doi.org/10.1016/B978-0-12-397267-5.00059-5CrossRefGoogle Scholar
Posner, M. I., Rothbart, M. K., Sheese, B. E., & Voelker, P. (2014). Developing attention: Behavioral and brain mechanisms. Advances in Neuroscience, 2014, 19. https://doi.org/10.1155/2014/405094Google Scholar
Pozuelos, J. P., Paz-Alonso, P. M., Castillo, A., Fuentes, L. J., & Rueda, M. R. (2014). Development of attention networks and their interactions in childhood. Developmental Psychology, 50(10), 24052415. https://doi.org/10.1037/a0037469Google Scholar
Pozzi, E., Vijayakumar, N., Rakesh, D., & Whittle, S. (2021). Neural correlates of emotion regulation in adolescents and emerging adults: A meta-analytic study. Biological Psychiatry, 89(2), 194204. https://doi.org/10.1016/j.biopsych.2020.08.006Google Scholar
Quaglia, J. T., Zeidan, F., Grossenbacher, P. G., Freeman, S. P., Braun, S. E., Martelli, A., Goodman, R. J., & Brown, K. W. (2019). Brief mindfulness training enhances cognitive control in socioemotional contexts: Behavioral and neural evidence. PLoS ONE, 14(7), Article e0219862. https://doi.org/10.1371/journal.pone.0219862Google Scholar
Quan, P., Wang, W., Chu, C., & Zhou, L. (2018). Seven days of mindfulness-based cognitive therapy improves attention and coping style. Social Behavior and Personality, 46(3), 421430. https://doi.org/10.2224/sbp.6623Google Scholar
Richards, J. E., & Casey, B. J. (1991). Heart rate variability during attention phases in young infants. Psychophysiology, 28(1), 4353.Google Scholar
Rothbart, M. K. (2007). Temperament, development, and personality. Current Directions in Psychological Science, 16(4), 207212.Google Scholar
Rothbart, M. K. (2011). Becoming who we are: Temperament and personality in development. Guilford Press.Google Scholar
Rothbart, M. K., & Bates, J. E. (2006). Temperament. In Eisenberg, N., Damon, W., & Lerner, R. M. (Eds.), Handbook of child psychology: Social, emotional, and personality development (6th ed., pp. 99166). John Wiley & Sons Inc.Google Scholar
Rothbart, M. K., Derryberry, D., & Posner, M. I. (1994). A psychobiological approach to the development of temperament. In Bates, J. E. & Wachs, T. D. (Eds.), Temperament: Individual differences at the interface of biology and behavior (pp. 83116). American Psychological Association. https://doi.org/10.1037/10149-003Google Scholar
Rothbart, M. K., Ellis, L. K., Rueda, M. R., & Posner, M. I. (2003). Developing mechanisms of temperamental effortful control. Journal of Personality, 71(6), 11131144. https://doi.org/10.1111/1467-6494.7106009Google Scholar
Rothbart, M. K., & Rueda, M. R. (2005). The development of effortful control. In Mayr, U., Awh, E., & Keele, S. W. (Eds.), Developing individuality in the human brain: A tribute to Michael I. Posner (pp. 167188). American Psychological Association.Google Scholar
Rothbart, M. K., Ziaie, H., & O’Boyle, C. G. (1992). Self‐regulation and emotion in infancy. New Directions for Child and Adolescent Development, 1992(55), 723. https://doi.org/10.1002/cd.23219925503Google Scholar
Rueda, M. R. (2012). Effortful control. In Zentner, M. & Shiner, R. L. (Eds.), Handbook of temperament (pp. 145167). Guilford Press.Google Scholar
Rueda, M. R. (2014). Development of attention. In Ochsner, K. & Kosslyn, S. (Eds.), The Oxford handbook of cognitive neuroscience (pp. 296318). Oxford University Press.Google Scholar
Rueda, M. R., Checa, P., & Cómbita, L. M. (2012). Enhanced efficiency of the executive attention network after training in preschool children: Immediate changes and effects after two months. Developmental Cognitive Neuroscience, 2(Suppl. 1), S192S204. https://doi.org/10.1016/j.dcn.2011.09.004Google Scholar
Rueda, M. R., Checa, P., & Rothbart, M. K. (2010). Contributions of attentional control to social emotional and academic development. Early Education and Development, 21(5), 744764. https://doi.org/10.1080/10409289.2010.510055Google Scholar
Rueda, M. R., & Cómbita, L. M. (2013). The nature and nurture of executive attention development. In Kar, B. R. (Ed.), Cognition and brain development: Converging evidence from various methodologies (pp. 3359). American Psychological Association.CrossRefGoogle Scholar
Rueda, M. R., Moyano, S., & Rico-Picó, J. (2021). Attention: The grounds of self-regulated cognition. WIREs Cognitive Science, Article e1582. https://doi.org/10.1002/wcs.1582Google Scholar
Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2011). Attentional control and self-regulation. In Vohs, K. D. & Baumeister, R. F. (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 284299). The Guildford Press.Google Scholar
Rueda, M. R., Pozuelos, J. P., & Cómbita, L. M. (2015). Cognitive neuroscience of attention: From brain mechanisms to individual differences in efficiency. AIMS Neuroscience, 2(4), 183202. https://doi.org/10.3934/Neuroscience.2015.4.183Google Scholar
Rueda, M. R., & Rothbart, M. K. (2009). The influence of temperament on the development of coping: The role of maturation and experience. In Skinner, E. A. & Zimmer-Gembeck, M. J. (Eds.), New directions in child and adolescent development (pp. 1932). Jossey-Bass. https://doi.org/10.1002/cd.240Google Scholar
Ruff, H. A., & Rothbart, M. K. (1996). Attention in early development: Themes and variations. Oxford University Press.Google Scholar
Sanchez-Lopez, A., Vanderhasselt, M.-A., Allaert, J., Baeken, C., & De Raedt, R. (2018). Neurocognitive mechanisms behind emotional attention: Inverse effects of anodal tDCS over the left and right DLPFC on gaze disengagement from emotional faces. Cognitive, Affective, & Behavioral Neuroscience, 18(3), 485494. https://doi.org/10.3758/s13415-018-0582-8Google Scholar
Sandler, I. N., Wolchik, S. A., MacKinnon, D., Ayers, T. S., & Roosa, M. W. (1997). Developing linkages between theory and intervention in stress and coping processes. In Wolchik, S. A. & Sandler, I. N. (Eds.), Handbook of children’s coping: Linking theory, research, and intervention (pp. 340). Plenum Press. https://doi.org/10.1007/978-1-4757-2677-0_1CrossRefGoogle Scholar
Schmeichel, B. J., & Tang, D. (2014). The relationship between individual differences in executive functioning and emotion regulation: A comprehensive review. In Forgas, J. P. & Harmon-Jones, E. (Eds.), Motivation and its regulation: The control within (pp. 133151). Psychology Press. https://doi.org/10.1017/9781315795263Google Scholar
Schmeichel, B. J., & Tang, D. (2015). Individual differences in executive functioning and their relationship to emotional processes and responses. Current Directions in Psychological Science, 24(2), 9398. https://doi.org/10.1177/0963721414555178Google Scholar
Sethi, A., Mischel, W., Aber, J. L., Shoda, Y., & Rodriguez, M. L. (2000). The role of strategic attention deployment in development of self-regulation: Predicting preschoolers’ delay of gratification from mother-toddler interactions. Developmental Psychology, 36(6), 767777. https://doi.org/10.1037/0012-1649.36.6.767CrossRefGoogle ScholarPubMed
Simonds, J., Kieras, J. E., Rueda, M. R., & Rothbart, M. K. (2007). Effortful control, executive attention, and emotional regulation in 7-10-year-old children. Cognitive Development, 22(4), 474488. https://doi.org/10.1016/j.cogdev.2007.08.009Google Scholar
Skinner, E. A. (1995). Perceived control, motivation, & coping. Sage Publications, Inc. https://doi.org/https://doi.org/10.4135/9781483327198CrossRefGoogle Scholar
Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology, 58, 119144. https://doi.org/10.1146/annurev.psych.58.110405.085705Google Scholar
Skinner, E. A., & Zimmer-Gembeck, M. J. (2016). The development of coping: Stress, neurophysiology, social relationships, and resilience during childhood and adolescence. Springer International Publishing. https://doi.org/10.1007/978-3-319-41740-0Google Scholar
Solberg Nes, L., & Segerstrom, S. C. (2006). Dispositional optimism and coping: A meta-analytic review. Personality and Social Psychology Review, 10(3), 235251. https://doi.org/10.1207/s15327957pspr1003_3Google Scholar
Susa Erdogan, G., Benga, O., & Marină, C. (2017). Attentional orientation patterns toward emotional faces and temperamental correlates of preschool oppositional defiant problems: The moderating role of callous-unemotional traits and anxiety symptoms. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01928Google Scholar
Tang, Y. Y., Lu, Q., Geng, X., Stein, E. A., Yang, Y., & Posner, M. I. (2010). Short-term meditation induces white matter changes in the anterior cingulate. Proceedings of the National Academy of Sciences of the USA, 107(35), 1564915652.Google Scholar
Tang, Y. Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., … & Posner, M. I. (2007). Short-term meditation training improves attention and self-regulation. Proceedings of the National Academy of Sciences of the USA, 104(43), 1715217156.Google Scholar
Tang, Y. Y., Posner, M. I., & Rothbart, M. K. (2014). Meditation improves self-regulation over the life span. Annals of the New York Academy of Sciences, 1307(1), 104111. https://doi.org/10.1111/nyas.12227CrossRefGoogle ScholarPubMed
Thomas, J. C., Letourneau, N., Campbell, T. S., Tomfohr-Madsen, L., Giesbrecht, G. F., & APrON Study Team. (2017). Developmental origins of infant emotion regulation: Mediation by temperamental negativity and moderation by maternal sensitivity. Developmental Psychology, 53(4), 611628. https://doi.org/10.1037/dev0000279Google Scholar
Tiego, J., Bellgrove, M. A., Whittle, S., Pastelis, C., & Testa, R. (2020). Common mechanisms of executive attention underlie executive function and effortful control in children. Developmental Science, 23(3), Article e12918. https://doi.org/10.1111/desc.12918Google Scholar
Tseng, W.-L., Deveney, C. M., Stoddard, J., Kircanski, K., Frackman, A. E., Yi, J. Y., … & Leibenluft, E. (2019). Brain mechanisms of attention orienting following frustration: Associations with irritability and age in youths. American Journal of Psychiatry, 176(1), 6776. https://doi.org/10.1176/appi.ajp.2018.18040491Google Scholar
Waters, A. M., & Craske, M. G. (2016). Towards a cognitive-learning formulation of youth anxiety: A narrative review of theory and evidence and implications for treatment. Clinical Psychology Review, 50, 5066. https://doi.org/10.1016/j.cpr.2016.09.008Google Scholar
Woody, M. L., Price, R. B., Amole, M., Hutchinson, E., Benoit Allen, K., & Silk, J. S. (2020). Using mobile eye-tracking technology to examine adolescent daughters’ attention to maternal affect during a conflict discussion. Developmental Psychobiology, 63(6), Article e22024. https://doi.org/10.1002/dev.22024Google Scholar
Young, S. (2005). Coping strategies used by adults with ADHD. Personality and Individual Differences, 38(4), 809816. https://doi.org/10.1016/j.paid.2004.06.005Google Scholar
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354360. https://doi.org/10.1111/j.1750-8606.2012.00246.xCrossRefGoogle Scholar
Zimmer-Gembeck, M. J, & Skinner, E. A. (2016). The development of coping and regulation: Implications for psychopathology and resilience. In Cicchetti, D. (Ed.) Developmental psychopathology (3rd ed., Vol. 4, pp. 485544). Wiley. Google Scholar

References

Ackerman, B. P., Abe, J. A., & Izard, C. E. (1998). Differential emotions theory and emotional development: Mindful of modularity. In Moascolo, M. F. & Griff, S. (Eds.), What develops in emotional development? (pp. 85106). Plenum.Google Scholar
Adolphs, R., & Andler, D. (2018). Investigating emotions as functional states distinct from feelings. Emotion Review, 10(3), 191201. https://doi.org/10.1177/1754073918765662Google Scholar
Altshuler, J. L., & Ruble, D. N. (1989). Developmental changes in children’s awareness of strategies for coping with uncontrollable stress. Child Development, 60(6), 13371349. https://doi.org/10.1111/j.1467-8624.1989.tb04007.xGoogle Scholar
August, E. G., Stack, D. M., Martin-Storey, A., Serbin, L. A., Ledingham, J., & Schwartzman, A. E. (2017). Emotion regulation in at-risk preschoolers: longitudinal associations and influences of maternal histories of risk. Infant and Child Development, 26(1), Article e1954. https://doi.org/10.1002/icd.1954Google Scholar
Antal, H., Wysocki, T., Canas, J. A., Taylor, A., & Edney-White, A. (2011). Parent report and direct observation of injection-related coping behaviors in youth with type 1 diabetes. Journal of Pediatric Psychology, 36(3), 318328. https://doi.org/10.1093/jpepsy/jsq082Google Scholar
Barrett, K. C., & Campos, J. J. (1987). Perspectives on emotional development II: A functionalist approach to emotions. In Osofsky, J. (Ed.), Handbook of infant development (pp. 555578). Wiley & Sons.Google Scholar
Baumgartner, E., & Strayer, F. F. (2008). Beyond fight or flight: Developmental changes in young children’s coping with peer conflict. Acta Ethologica, 11, 1625. https://doi.org/10.1007/s10211-007-0037-7Google Scholar
Bendezú, J. J., Cole, P. M., Tan, P. Z., Armstrong, L. M., Reitz, E., & Wolf, R. (2018). Child language and parenting antecedents and externalizing outcomes of emotion regulation pathways across early childhood: A person-centered approach. Development and Psychopathology, 30(4), 12531268. https://doi.org/10.1017/S0954579417001675Google Scholar
Bernzweig, J., Eisenberg, N., & Fabes, R. A. (1993). Children′ s coping in self-and other-relevant contexts. Journal of Experimental Child Psychology, 55(2), 208226. https://doi.org/10.1006/jecp.1993.1012Google Scholar
Binion, G., & Zalewski, M. (2018). Maternal emotion dysregulation and the functional organization of preschoolers’ emotional expressions and regulatory behaviors. Emotion, 18(3), 386399. https://doi.org/10.1037/emo0000319Google Scholar
Blair, B. L., Perry, N. B., O’Brien, M., Calkins, S. D., Keane, S. P., & Shanahan, L. (2015). Identifying developmental cascades among differentiated dimensions of social competence and emotion regulation. Developmental Psychology, 51(8), 10621073. https://doi.org/10.1037/a0039472Google Scholar
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111127. https://doi.org/10.1037/0003-066X.57.2.111Google Scholar
Blair, C. B., & Ku, S. (2022). A hierarchical integrated model of self-regulation. Frontiers in Psychology, 13, Article 725828. https://doi.org/10.3389/fpsyg.2022.725828CrossRefGoogle ScholarPubMed
Blandon, A. Y., Calkins, S. D., Grimm, K. J., Keane, S. P., & O’Brien, M. (2010). Testing a developmental cascade model of emotional and social competence and early peer acceptance. Development and Psychopathology, 22(4), 737748. https://doi.org/10.1017/S0954579410000428Google Scholar
Blankson, A. N., O’Brien, M., Leerkes, E. M., Marcovitch, S., Calkins, S. D., & Weaver, J. M. (2013). Developmental dynamics of emotion and cognition processes in preschoolers. Child Development, 84(1), 346360. https://doi.org/10.1111/j.1467-8624.2012.01841.xGoogle Scholar
Bradley, R. H. (2007). Parenting in the breach: How parents help children cope with developmentally challenging circumstances. Parenting: Science and Practice, 7(2), 99148. https://doi.org/10.1080/15295190701306896Google Scholar
Brophy-Herb, H. E., Stansbury, K., Bocknek, E., & Holodynski, M. A. (2012). Modeling maternal emotion-related socialization behaviors in a low-income sample: Relations with toddlers’ self-regulation. Early Childhood Research Quarterly, 27(3), 352364. https://doi.org/10.1016/j.ecresq.2011.11.005Google Scholar
Brown, E. D., Seyler, M. D., Knorr, A. M., Garnett, M. L., & Laurenceau, J. P. (2016). Daily poverty‐related stress and coping: Associations with child learned helplessness. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 65(4), 591602. https://doi.org/10.1111/fare.12217Google Scholar
Buss, K. A., & Goldsmith, H. H. (1998). Fear and anger regulation in infancy: Effects on the temporal dynamics of affective expression. Child Development, 69(2), 359374. https://doi.org/10.1111/j.1467-8624.1998.tb06195.xGoogle Scholar
Butler, E. A., & Randall, A. K. (2013). Emotional coregulation in close relationships. Emotion Review, 5(2), 202210. https://doi.org/10.1177/1754073912451630Google Scholar
Calkins, S. D., & Perry, N. B. (2016). The development of emotion regulation: Implications for child adjustment. In Cicchetti, D. (Ed.), Developmental psychopathology: Maladaptation and psychopathology (pp. 187242). Wiley & Sons. https://doi.org/10.1002/9781119125556.devpsy306Google Scholar
Campos, J. J., Frankel, C. B., & Camras, L. (2004). On the nature of emotion regulation. Child Development, 75(2), 377394. https://doi.org/10.1111/j.1467-8624.2004.00681.xGoogle Scholar
Campos, J. J., Hiatt, S., Ramsay, D., Henderson, C., & Svejda, M. (1978). The emergence of fear on the visual cliff. In Lewis, M. & Rosenblum, L. A. (Eds.), The development of affect: Genesis of behavior (Vol. 1, pp. 149182). Springer. https://doi.org/10.1007/978-1-4684-2616-8_6Google Scholar
Camras, L. A., & Shutter, J. M. (2010). Emotional facial expressions in infancy. Emotion Review, 2(2), 120129. https://doi.org/10.1177/1754073909352529Google Scholar
Cardwell, G. S., Cole, P. M., Lunkenheimer, E. S., Gatzke-Kopp, L., Buss, K. A., & Ram, N. (2022). Developmental differences in young children’s implied use of cognitive resources in their self-regulation strategies [Manuscript submitted for publication].Google Scholar
Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489510. https://doi.org/10.1016/j.cogdev.2007.08.002Google Scholar
Chen, X., Wu, X., & Wang, Y. (2018). Mothers’ emotional expression and discipline and preschoolers’ emotional regulation strategies: Gender differences. Journal of Child and Family Studies, 27(11), 37093716. https://doi.org/10.1007/s10826-018-1199-9Google Scholar
Cole, P. M. (2016). The role of emotion in the development of psychopathology. In Cicchetti, D. (Ed.), Developmental psychopathology: Vol. 1. Theory and method (3rd ed., pp. 265324). Wiley.Google Scholar
Cole, P. M., Bendezú, J. B., Chow, S.-M., & Ram, N. (2017). Dynamical systems modeling of early childhood self-regulation. Emotion, 17(4), 684699. https://doi.org/10.1037/emo0000268Google Scholar
Cole, P. M., Dennis, T. A., & Martin, S. E. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75, 317333. https://doi.org/10.1111/j.1467-8624.2004.00673.xGoogle Scholar
Cole, P. M., Dennis, T. A., Smith‐Simon, K. E., & Cohen, L. H. (2009). Preschoolers’ emotion regulation strategy understanding: Relations with emotion socialization and child self‐regulation. Social Development, 18(2), 324352. https://doi.org/10.1111/j.1467-9507.2008.00503.xGoogle Scholar
Cole, P. M., Lougheed, J., Chow, S.-M., & Ram, N. (2020). Longitudinal changes in development of emotion regulation dynamics in early childhood. Affective Science, 1, 841. https://doi.org/10.1007/s42761-020-00004-yGoogle Scholar
Cole, P. M., Ram, N., & English, M. S. (2019). Toward a unifying model of self-regulation: A developmental approach. Child Development Perspectives, 13, 9196. https://doi.org/10.1111/cdep.12316Google Scholar
Cole, P. M., Tan, P. Z., Hall, S. E., Zhang, Y., Crnic, K. A., Blair, C. B., & Li, R. (2011). Developmental changes in anger expression and attention focus: Learning to wait. Developmental Psychology, 47(4), 10781089. https://doi.org/10.1037/a0023813Google Scholar
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87127. https://doi.org/10.1037/0033-2909.127.1.87Google Scholar
Compas, B. E., Desjardins, L., Vannatta, K., Young-Saleme, T., Rodriguez, E. M., Dunn, M., Bemis, H., Snyder, S., & Gerhardt, C. A. (2014). Children and adolescents coping with cancer: Self- and parent reports of coping and anxiety/depression. Health Psychology, 33(8), 853861. https://doi.org/10.1037/hea0000083Google Scholar
Compas, B. E., Jaser, S. S., Dunbar, J. P., Watson, K. H., Bettis, A. H., Gruhn, M. A., & Williams, E. K. (2014). Coping and emotion regulation from childhood to early adulthood: Points of convergence, points of divergence. Australian Journal of Psychology, 66(2), 7181. https://doi.org/10.1111/ajpy.12043.Google Scholar
Cummings, E. M., Ballard, M., El-Sheikh, M., & Lake, M. (1991). Resolution and children’s responses to interadult anger. Developmental Psychology, 27(3), 462470. https://doi.org/10.1037/0012-1649.27.3.462Google Scholar
Denham, S. (2003). Emotional development in young children. Guilford Press.Google Scholar
Dennis, T. A., & Kelemen, D. A. (2009). Preschool children’s views on emotion regulation: Functional associations and implications for social-emotional adjustment. International Journal of Behavioral Development, 33(3), 243252. https://doi.org/10.1177/0165025408098024Google Scholar
Dollar, J. M., Calkins, S. D., Berry, N. T., Perry, N. B., Keane, S. P., Shanahan, L., & Wideman, L. (2020). Developmental patterns of respiratory sinus arrhythmia from toddlerhood to adolescence. Developmental Psychology, 56(4), 783794. https://doi.org/10.1037/dev0000894Google Scholar
du Pont, A., Welker, K., Gilbert, K. E., & Gruber, J. (2016). The emerging field of positive emotion dysregulation. In Vohs, K. & Baumeister, R. (Eds.), Handbook of self-regulation: Research, theory, and applications (2nd ed., pp. 364379). Guilford Press.Google Scholar
Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., Murphy, B. C., Losoya, S. H., & Guthrie, I. K. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72(4), 11121134. https://doi.org/10.1111/1467-8624.00337Google Scholar
Eisenberg, N., Cumberland, A., & Spinrad, T. (1998). Parental socialization of emotion. Psychological Inquiry, 9(4), 241273. https://doi.org/10.1207/s15327965pli0904_1Google Scholar
Eisenberg, N., Fabes, R. A., Shepard, S. A., Murphy, B. C., Guthrie, I. K., Jones, S., Friedman, J., Poulin, R., & Maszk, P. (1997). Contemporaneous and longitudinal prediction of children’s social functioning from regulation and emotionality. Child Development, 68(4), 642664. https://doi.org/10.1111/j.1467-8624.1997.tb04227.xCrossRefGoogle ScholarPubMed
Eisenberg, N., Fabes, R. A., Minore, D., Mathy, R., Hanish, L., & Brown, T. (1994). Children’s enacted interpersonal strategies: The relations to social behavior and negative emotionality. Merrill-Palmer Quarterly, 40, 212232.Google Scholar
Eisenberg, N., Smith, C. L., Sadovsky, A., & Spinrad, T. L. (2016). Effortful control: Relations with emotion regulation, adjustment, and socialization in childhood. In Vohs, K. & Baumeister, R. (Eds.), Handbook of self-regulation: Research, theory and applications (2nd ed., pp. 259282). Guilford Press.Google Scholar
Emde, R. N., Wolf, D. P., & Oppenheim, D. (Eds.). (2003). Revealing the inner worlds of young children: The MacArthur Story Stem Battery and parent-child narratives. Oxford University Press.Google Scholar
Fabes, R. A., & Eisenberg, N. (1992). Young children’s coping with interpersonal anger. Child Development, 63(1), 116128. https://doi.org/10.1111/j.1467-8624.1992.tb03600.xGoogle Scholar
Fabes, R. A., Eisenberg, N., Karbon, M., Troyer, D., & Switzer, G. (1994). The relations of children’s emotion regulation to their vicarious emotional responses and comforting behaviors. Child Development, 65(6), 16781693. https://doi.org/10.1111/j.1467-8624.1994.tb00842.xGoogle Scholar
Feldman, R. (2009). The development of regulatory functions from birth to 5 years: Insights from premature infants. Child Development, 80, 544561. https://doi.org/10.1111/j.1467-8624.2009.01278.xGoogle Scholar
Feldman, R. (2017). The neurobiology of human attachments. Trends in Cognitive Sciences, 21, 8099. https://doi.org/10.1016/j.tics.2016.11.007Google Scholar
Fields, L., & Prinz, R. J. (1997). Coping and adjustment during childhood and adolescence. Clinical Psychology Review, 17(8), 937976. https://doi.org/10.1016/s0272-7358(97)00033-0.Google Scholar
Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87(6), 477531. https://doi.org/10.1037/0033-295X.87.6.477Google Scholar
Folkman, S., & Lazarus, R. S. (1984). Stress, appraisal, and coping. Springer Publishing.Google Scholar
Frijda, N. H. (1986). The emotions. Cambridge University Press.Google Scholar
Geangu, E., Benga, O., Stahl, D., & Striano, T. (2011). Individual differences in infants’ emotional resonance to a peer in distress: Self-other awareness and emotion regulation. Social Development, 20(3), 450470. https://doi.org/10.1111/j.1467-9507.2010.00596.xGoogle Scholar
Gilliom, M., Shaw, D. S., Beck, J. E., Schonberg, M. A., & Lukon, J. L. (2002). Anger regulation in disadvantaged preschool boys: Strategies, antecedents, and the development of self-control. Developmental Psychology, 38(2), 222235. https://doi.org/10.1037//0012-1649.38.2.222Google Scholar
Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 319. https://doi.org/10.1016/j.jsp.2006.09.002Google Scholar
Grenell, A., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2019). Individual differences in the effectiveness of self-distancing for young children’s emotion regulation. British Journal of Developmental Psychology, 37(1), 84100. https://doi.org/10.1111/bjdp.12259Google Scholar
Grolnick, W. S., Bridges, L. J., & Connell, J. P. (1996). Emotion regulation in two‐year‐olds: Strategies and emotional expression in four contexts. Child Development, 67(3), 928941. https://doi.org/10.1111/j.1467-8624.1996.tb01774.xGoogle Scholar
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26, 126. https://doi.org/10.1080/1047840X.2014.940781CrossRefGoogle Scholar
Gunnar, M. R. (2000). Early adversity and the development of stress reactivity and regulation. In Nelson, C. A. (Ed.), The Minnesota symposia on child psychology: Vol. 31. The effects of early adversity on neurobehavioral development (pp. 163200). Lawrence Erlbaum Associates.Google Scholar
Gunnar, M. R., Hostinar, C. E., Sanchez, M. M., Tottenham, N., & Sullivan, R. M. (2015). Parental buffering of fear and stress neurobiology: Reviewing parallels across rodent, monkey, and human models. Social Neuroscience, 10(5), 474478. https://doi.org/10.1080/17470919.2015.1070198Google Scholar
Gunnar, M., & Quevedo, K. (2007). The neurobiology of stress and development. Annual Review of Psychology, 58, 145173. https://doi.org/10.1146/annurev.psych.58.110405.085605Google Scholar
Guo, Y., Leu, S., Barnard, K. E., Thompson, E. A., & Spieker, S. J. (2015). An examination of changes in emotion co‐regulation among mother and child dyads during the Strange Situation. Infant and Child Development, 24(3), 256273. https://doi.org/10.1002/icd.1917Google Scholar
Halpern, L. F. (2004). The relations of coping and family environment to preschoolers’ problem behavior. Journal of Applied Developmental Psychology, 25(4), 399421. https://doi.org/10.1016/j.appdev.2004.06.001Google Scholar
Halverson, C. F., & Waldrop, M. F. (1974). Relations between preschool barrier behaviors and early school-age measures of coping, imagination, and verbal development. Developmental Psychology, 10(5), 716720. https://doi.org/10.1037/h0037017Google Scholar
Harrington, E. M., Trevino, S. D., Lopez, S., & Giuliani, N. R. (2020). Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness. Emotion, 20(1), 4853. https://doi.org/10.1037/emo0000667Google Scholar
Hu, Y., Wang, Y., & Liu, A. (2017). The influence of mothers’ emotional expressivity and class grouping on Chinese preschoolers’ emotional regulation strategies. Journal of Child and Family Studies, 26(3), 824832. https://doi.org/10.1007/s10826-016-0606-3Google Scholar
Izard, C. E. (1991). The psychology of emotions. Plenum Press.Google Scholar
Kliewer, W., Parrish, K. A., Taylor, K. W., Jackson, K., Walker, J. M., & Shivy, V. A. (2006). Socialization of coping with community violence: Influences of caregiver coaching, modeling, and family context. Child Development, 77(3), 605623. https://doi.org/10.1111/j.1467-8624.2006.00893.xGoogle Scholar
Kopp, C. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199214. https://doi.org/10.1037/0012-1649.18.2.199CrossRefGoogle Scholar
Kopp, C. (1989). Regulation of distress and negative emotions: A developmental view. Developmental Psychology, 25(3), 343354. https://doi.org/10.1037/0012-1649.25.3.343Google Scholar
Kopp, C. (2011). Development in the early years: Socialization, motor development, and consciousness. Annual Review of Psychology, 62, 165187. https://doi.org/10.1146/annurev.psych.121208.131625Google Scholar
Kromm, H., Färber, M., & Holodynski, M. (2015). Felt or false smiles? Volitional regulation of emotional expression in 4‐, 6‐, and 8‐year‐old children. Child Development, 86(2), 579597. https://doi.org/10.1111/cdev.12315Google Scholar
Langer, D. A., Chen, E., & Luhmann, J. D. (2005). Attributions and coping in children’s pain experiences. Journal of Pediatric Psychology, 30(7), 615622. https://doi.org/10.1093/jpepsy/jsio47Google Scholar
Lazarus, R. S. (1966). Psychological stress and the coping process. McGraw-Hill.Google Scholar
Lessing, N., Kappes, C., Greve, W., & Mähler, C. (2019). Developmental conditions of accommodative coping in childhood: The role of executive functions. Cognitive Development, 50, 5665. https://doi.org/10.1016/j.cogdev.2019.02.002Google Scholar
Lewis, M. D., Zimmerman, S., Hollenstein, T., & Lamey, A. V. (2004). Reorganization in coping behavior at 1½ years: Dynamic systems and normative change. Developmental Science, 7(1), 5673. https://doi.org/10.1111/j.1467-7687.2004.00323.xGoogle Scholar
Liebermann, D., Giesbrecht, G. F., & Müller, U. (2007). Cognitive and emotional aspects of self-regulation in preschoolers. Cognitive Development, 22(4), 511529. https://doi.org/10.1016/j.cogdev.2007.08.005Google Scholar
Loman, M. M., & Gunnar, M. R. (2010). Early experience and the development of stress reactivity and regulation in children. Neuroscience & Biobehavioral Reviews, 34(6), 867876. https://doi.org/10.1016/j.neubiorev.2009.05.007Google Scholar
Losoya, S., Eisenberg, N., & Fabes, R. A. (1998). Developmental issues in the study of coping. International Journal of Behavioral Development, 22, 287313. https://doi.org/10.1080/01652598384388Google Scholar
Macfie, J., Toth, S. L., Rogosch, F. A., Robinson, J., Emde, R. N., & Cicchetti, D. (1999). Effect of maltreatment on preschoolers’ narrative representations of responses to relieve distress and of role reversal. Developmental Psychology, 35(2), 460465. https://doi.org/10.1037/0012-1649.35.2.460Google Scholar
Mangelsdorf, S. C. (1992). Developmental changes in infant-stranger interaction. Infant Behavior and Development, 15(2), 191208. https://doi.org/10.1016/0163-6383(92)80023-NGoogle Scholar
Mathis, E. T. B., & Bierman, K. L. (2015). Dimensions of parenting associated with child prekindergarten emotion regulation and attention control in low-income families. Social Development, 24(3), 601620. https://doi.org/10.1111/sode.12112Google Scholar
Mauss, I. B., Bunge, S. A., & Gross, J. J. (2007). Automatic emotion regulation. Social and Personality Psychology Compass, 1(1), 146167. https://doi.org/10.1111/j.1751-9004.2007.00005.xGoogle Scholar
McLaughlin, K. A., Hatzenbuehler, M. L., Mennin, D. S., & Nolen-Hoeksema, S. (2011). Emotion dysregulation and adolescent psychopathology: A prospective study. Behaviour Research and Therapy, 49(9), 544554. https://doi.org/10.1016/j.brat.2011.06.003Google Scholar
Meaney, M. J. (2001). Maternal care, gene expression, and the transmission of individual differences in stress reactivity across generations. Annual Review of Neuroscience, 24, 11611192. https://doi.org/10.1146/annurev.neuro.24.1.1161Google Scholar
Mirabile, S. P., Oertwig, D., & Halberstadt, A. G. (2018). Parent emotion socialization and children’s socioemotional adjustment: When is supportiveness no longer supportive? Social Development, 27(3), 466481. https://doi.org/10.1111/sode.12226Google Scholar
Morris, A. S., Criss, M. M., Silk, J. S., & Houltberg, B. J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11(4), 233238. https://doi.org/10.1111/cdep.12238Google Scholar
Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361388. https://doi.org/10.1111/j.1467-9507.2007.00389.xGoogle Scholar
Nabors, L., & Liddle, M. (2017). Perceptions of hospitalizations by children with chronic illnesses and siblings. Journal of Child and Family Studies, 26(6), 16811691. https://doi.org/10.1007/s10826-017-0688-6Google Scholar
Nagy, E., Loveland, K. A., Kopp, M., Orvos, H., Pal, A., & Molnar, P. (2001). Different emergence of fear expressions in infant boys and girls. Infant Behavior and Development, 24(2), 189194. https://doi.org/10.1016.S0163-6383(01)00070-4Google Scholar
Pat‐Horenczyk, R., Cohen, S., Ziv, Y., Achituv, M., Asulin‐Peretz, L., Blanchard, T. R., … Brom, D. (2015). Emotion regulation in mothers and young children faced with trauma. Infant Mental Health Journal, 36(3), 337348. https://doi.org/10.1002/imhj.21515Google Scholar
Pechtel, P., & Pizzagalli, D. A. (2011). Effects of early life stress on cognitive and affective function: An integrated review of human literature. Psychopharmacology, 214, 5570. https://doi.org/10.1007/s00213-010-2009-2Google Scholar
Perner, J., & Dienes, Z. (2003). Developmental aspects of consciousness: How much theory of mind do you need to be consciously aware. Consciousness and Cognition, 12(1), 6382. https://doi.org/10.1016/S1053-8100(02)00010-7Google Scholar
Perry, D. F., Dunne, M. C., McFadden, L., & Campbell, D. (2008). Reducing the risk for preschool expulsion: Mental health consultation for young children with challenging behaviors. Journal of Child and Family Studies, 17(1), 4454. https://doi.org/10.1007/s10826-007-9140-7Google Scholar
Perry, N. B., Calkins, S. D., Dollar, J. M., Keane, S. P., & Shanahan, L. (2018). Self-regulation as a predictor of patterns of change in externalizing behaviors from infancy to adolescence. Development and Psychopathology, 30(2), 497510. https://doi.org/10.1017/S0954579417000992Google Scholar
Perry, N. B., Dollar, J. M., Calkins, S. D., Keane, S. P., & Shanahan, L. (2020). Maternal socialization of child emotion and adolescent adjustment: Indirect effects through emotion regulation. Developmental Psychology, 56(3), 541552. https://doi.org/10.1037/dev0000815Google Scholar
Power, T. G. (2004). Stress and coping in childhood: The parents’ role. Parenting: Science and Practice, 4(4), 271317. https://doi.org/10.1207/s15327922par0404_1Google Scholar
Ravindran, N., Genaro, B. G., & Cole, P. M. (2021). Parental structuring in response to toddler negative emotion predicts children’s later use of distraction as a self-regulation strategy for waiting. Child Development, 92(5), 19691983. https://doi.org/10.1111/cdev.13563Google Scholar
Roben, C. K. P., Cole, P. M., & Armstrong, L. M. (2013). Longitudinal relations among language skills, anger expression, and regulatory strategies in early childhood. Child Development, 84, 891905. https://doi.org/10.1111/cdev.12027Google Scholar
Rochat, P. (2003). Five levels of self-awareness as they unfold early in life. Consciousness and Cognition, 12(4), 717731. https://doi.org/10.1016/S1053-8100(03)00081-3Google Scholar
Rossman, B. B. R., & Gamble, W. (1997). Preschoolers’ understandings of physical injury: Stressor, affect, and coping appraisals. Children’s Health Care, 26, 7796. https://doi.org/10.1207/s15326888chc2602_2Google Scholar
Rothbart, M. K., Ellis, L. K., & Posner, M. I. (2011). Temperament and self-regulation. In Vohs, K. D. & Baumeister, R. F. (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 441460). Guilford Press.Google Scholar
Rothbaum, F., Weisz, J. R., & Snyder, S. S. (1982). Changing the world and changing the self: A two-process model of perceived control. Journal of Personality and Social Psychology, 42(1), 537. https://doi.org/10.1037/0022-3514.41.1.5Google Scholar
Rothbart, M. K., Ziaie, H., & O’Boyle, C. G. (1992). Self-regulation and emotion in infancy. New Directions for Child and Adolescent Development, (55), 7–23.Google Scholar
Russell, B. S., Lee, J. O., Spieker, S., & Oxford, M. L. (2016). Parenting and preschool self-regulation as predictors of social emotional competence in 1st grade. Journal of Research in Childhood Education, 30(2), 153169. https://doi.org/10.1080/02568543.2016.1143414Google Scholar
Sameroff, A. J., & Fiese, B. H. (2000). Transactional regulation: The developmental ecology of early intervention. In Meisels, S. J. & Shonkoff, J. P. (Eds.), Handbook of early childhood intervention (pp. 135159). Cambridge University Press.Google Scholar
Sandler, I. N., Schoenfelder, E. N., Wolchik, S. A., & MacKinnon, D. P. (2011). Long-term impact of prevention programs to promote effective parenting: Lasting effects but uncertain processes. Annual Review of Psychology, 62, 299329. https://doi.org/10.1146/annurev.psych.121208.131619Google Scholar
Santucci, A. K., Silk, J. S., Shaw, D. S., Gentzler, A., Fox, N. A., & Kovacs, M. (2008). Vagal tone and temperament as predictors of emotion regulation strategies in young children. Developmental Psychobiology: The Journal of the International Society for Developmental Psychobiology, 50(3), 205216. https://doi.org/10.1002/dev.20283Google Scholar
Sapolsky, R. M. (2005). The influence of social hierarchy on primate health. Science, 308(5722), 648652. https://doi.org/10.1126/science.1106477Google Scholar
Sayfan, L., & Lagattuta, K. H. (2009). Scaring the monster away: What children know about managing fears of real and imaginary creatures. Child Development, 80(6), 17561774. https://doi.org/10.1111/j.1467-8624.2009.01366.xGoogle Scholar
Schaie, K. W., & Baltes, P. B. (1975). On sequential strategies in developmental research: Description or explanation. Human Development, 18(5), 384390. https://doi.org/10.1159/000271498Google Scholar
Selye, H. (1974). Stress without distress. Lippincott.Google Scholar
Shewark, E. A., & Blandon, A. Y. (2015). Mothers’ and fathers’ emotion socialization and children’s emotion regulation: A within‐family model. Social Development, 24(2), 266284. https://doi.org/10.1111/sode.12095Google Scholar
Shoda, Y., Mischel, W., & Peake, P. K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology, 26(6), 978986. https://doi.org/10.1037/0012-1649.26.6.978Google Scholar
Skinner, E. A. (1999). Action regulation, coping, and development. In Brandtstadter, J & Lerner, R. M, Action & self-development: Theory and research through the life span (pp. 465503). Sage Publications, Inc. https://doi.org/10.4135/9781452204802.n16Google Scholar
Skinner, E., & Edge, K. (2002). Parenting, motivation, and the development of children’s coping. In Crockett, L. J (Ed.), Agency, motivation, and the life course (pp. 77143). University of Nebraska Press.Google Scholar
Skinner, E. A., & Zimmer-Gembeck, M. (2007). The development of coping. Annual Review of Psychology, 58, 119144. https://doi.org/10.1146/annurev.psych.58.110405.085705Google Scholar
Smith, M., & Walden, T. (2001). An exploration of African-American preschool-aged children’s behavioral regulation in emotionally arousing situations. Child Study Journal, 31(1), 1345.Google Scholar
Soltis, K., Davidson, T. M., Moreland, A., Felton, J., & Dumas, J. E. (2015). Associations among parental stress, child competence, and school-readiness: Findings from the PACE study. Journal of Child and Family Studies, 24(3), 649657. https://doi.org/10.1007/s10826-013-9875-2Google Scholar
Stansbury, K., & Sigman, M. (2000). Responses of preschoolers in two frustrating situations: Emergence of complex strategies for emotion regulation. Journal of Genetic Psychology, 161(2), 182202. https://doi.org/10.1080/00221320009596705Google Scholar
Supplee, L. H., Skuban, E. M., Trentacosta, C. J., Shaw, D. S., & Stoltz, E. (2011). Preschool boys’ development of emotional self-regulation strategies in a sample at risk for behavior problems. The Journal of Genetic Psychology, 172(2), 95120. https://doi.org/10.1080/00221325.2010.510545Google Scholar
Tan, L., & Smith, C. L. (2019). Intergenerational transmission of maternal emotion regulation to child emotion regulation: Moderated mediation of maternal positive and negative emotions. Emotion, 19(7), 12841291. https://doi.org/10.1037/emo0000523Google Scholar
Tan, P. Z., Armstrong, L. M., & Cole, P. M. (2013). Relations between temperament and anger regulation over early childhood. Social Development, 22(4), 755772. https://doi.org/10.1111/j.1467-9507.2012.00674.xGoogle Scholar
Thompson, R. A., Lewis, M. D., & Calkins, S. D. (2008). Reassessing emotion regulation. Child Development Perspectives, 2(3), 124131. https://doi.org/10.1111/j.1750-8606.2008.00054.xGoogle Scholar
Treiber, F. A., Seidner, A. L., Lee, A. A., Morgan, S. A., & Jackson, J. (1985). Effects of a group cognitive-behavioral treatment on preschool children’s responses to dental treatment. Children’s Health Care, 13(3), 117121. https://doi.org/10.1207/s15326888chc1303_4Google Scholar
Viddal, K. R., Berg-Nielsen, T., Belsky, J., & Wichstrøm, L. (2017). Change in attachment predicts change in emotion regulation particularly among 5-HTTLPR short-allele homozygotes. Developmental Psychology, 53(7), 13161329. https://doi.org/10.1037/dev0000321Google Scholar
Vikan, A., Kårstad, S. B., & Dias, M. (2013). Young Brazilian and Norwegian children’s concepts of strategies and goals for emotion regulation. Journal of Early Childhood Research, 11(1), 6377. https://doi.org/10.1177/1476718X12456981Google Scholar
Wadsworth, M. E., McDonald, A., Joos, C. M., Ahlkvist, J. A., Perzow, S. E. D., Tilghman-Osborne, E. M., Creavey, K., & Brelsford, G. M. (2020). Reducing the biological and psychological toxicity of poverty-related stress: Initial efficacy of the BaSICS intervention for early adolescents. American Journal of Community Psychology, 65(3–4), 305319. https://doi.org/10.1002/ajcp.12400Google Scholar
Wakschlag, L. S., Hill, C., Carter, A. S., Danis, B., Egger, H. L., Keenan, K., … & Briggs-Gowan, M. J. (2008). Observational assessment of preschool disruptive behavior, part I: Reliability of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). Journal of the American Academy of Child & Adolescent Psychiatry, 47(6), 622631. https://doi.org/10.1097/CHI.0b013e31816c5bdbGoogle Scholar
Wilson, B. J., Hoffner, C., & Cantor, J. (1987). Children’s perceptions of the effectiveness of techniques to reduce fear from mass media. Journal of Applied Developmental Psychology, 8, 3952. https://doi.org/10.1016/0193-3973(87)90019-0.Google Scholar
Wong, M. (2016). A longitudinal study of children’s voices in regard to stress and coping during the transition to school. Early Child Development and Care, 186(6), 927946. https://doi.org/10.1080/03004430.2015.1068769Google Scholar
Wu, Q., Feng, X., Hooper, E., & Ku, S. (2017). Maternal emotion socialization, depressive symptoms and child emotion regulation: Child emotionality as a moderator. Infant and Child Development, 26(1), 122. https://doi.org/10.1002/icd.1979Google Scholar
Zahn-Waxler, C., Cole, P. M., Richardson, D. T., Friedman, R. J., Michel, M. K., & Belouad, F. (1994). Social problem solving in disruptive preschool children: Reactions to hypothetical situations of conflict and distress. Merrill-Palmer Quarterly, 40(1), 98119.Google Scholar
Zelazo, P. D. (2004). The development of conscious control in childhood. Trends in Cognitive Sciences, 8(1), 1217. https://doi.org/10.1016/j.tics.2003.11.001Google Scholar
Zelazo, P. D., & Cunningham, W. A. (2007). Executive function: Mechanisms underlying emotion regulation. In Gross, J. J. (Ed.), Handbook of emotion regulation (pp. 135158). American Psychological Association.Google Scholar
Zelikovsky, N., Rodrigue, J. R., Gidycz, C. A., & Davis, M. A. (2000). Cognitive behavioral and behavioral interventions help young children cope during a voiding cystourethrogram. Journal of Pediatric Psychology, 25(8), 535543. https://doi.org/10.1093/jpepsy/25.8.535Google Scholar
Zimmer-Gembeck, M., & Skinner, E. A. (2011). The development of coping across childhood and adolescence: An integrative review and critique of research. International Journal of Behavioral Development, 35(1), 117. https://doi.org/10.1177/0165025410384923Google Scholar
Zimmer-Gembeck, M. J., Webb, H. J., Pepping, C. A., Swan, K., Merlo, O., Skinner, E. A., Avdagic, E., & Dunbar, M. (2017). Review: Is parent-child attachment a correlate of children’s emotion regulation and coping? International Journal of Behavioral Development, 4(1), 7493. https://doi.org/10.1177/0165025415618276Google Scholar

References

Alba, L. A., Flannery, J., Shapiro, M., & Tottenham, N. (2019). Working memory moderates the association between early institutional care and separation anxiety symptoms in late childhood and adolescence. Development and Psychopathology, 31(3), 989997. https://doi.org/10.1017/S0954579419000452Google Scholar
Anderson, B., Storfer-Isser, A., Taylor, H. G., Rosen, C. L., & Redline, S. (2009). Associations of executive function with sleepiness and sleep duration in adolescents. Pediatrics, 123(4), e701e707. https://doi.org/10.1542/peds.2008-1182Google Scholar
Andreotti, C., Thigpen, J. E., Dunn, M. J., Watson, K., Potts, J., Reising, M. M., Robinson, K. E., Rodriguez, E. M., Roubinov, D., Luecken, L., & Compas, B. E. (2013). Cognitive reappraisal and secondary control coping: Associations with working memory, positive and negative affect, and symptoms of anxiety/depression. Anxiety, Stress & Coping, 26(1), 2035. https://doi.org/10.1080/10615806.2011.631526Google Scholar
Andrews, K., Atkinson, L., Harris, M., & Gonzalez, A. (2021). Examining the effects of household chaos on child executive functions: A meta-analysis. Psychological Bulletin, 147(1), 1632. https://doi.org/10.1037/bul0000311Google Scholar
Annamma, S. A., Handy, T., Miller, A. L., & Jackson, E. (2020). Animating discipline disparities through debilitating practices: Girls of color and inequitable classroom interactions. Teachers College Record, 122(5), 146. https://doi.org/10.1177/016146812012200512Google Scholar
Bardack, S., Herbers, J. E., & Obradović, J. (2017). Unique contributions of dynamic versus global measures of parent–child interaction quality in predicting school adjustment. Journal of Family Psychology, 31(6), 649658. https://doi.org/10.1037/fam0000296Google Scholar
Bardack, S., & Obradović, J. (2017). Emotional behavior problems, parent emotion socialization, and gender as determinants of teacher–child closeness. Early Education and Development, 28(5), 507524. https://doi.org/10.1080/10409289.2017.1279530Google Scholar
Belsky, J., Fearon, R. M., & Bell, B. (2007). Parenting, attention and externalizing problems: Testing mediation longitudinally, repeatedly and reciprocally. Journal of Child Psychology and Psychiatry, 48(12), 12331242. https://doi.org/10.1111/j.1469-7610.2007.01807.xGoogle Scholar
Berry, D. (2012). Inhibitory control and teacher-child conflict: Reciprocal associations across the elementary-school years. Journal of Applied Developmental Psychology, 33(1), 6676. https://doi.org/10.1016/j.appdev.2011.10.002Google Scholar
Berry, D., Blair, C., Willoughby, M., Garrett-Peters, P., Vernon-Feagans, L., & Mills-Koonce, W. R. (2016). Household chaos and children’s cognitive and socio-emotional development in early childhood: Does childcare play a buffering role? Early Childhood Research Quarterly, 34, 115127. https://doi.org/10.1016/j.ecresq.2015.09.003Google Scholar
Berthelsen, D., Hayes, N., White, S. L. J., & Williams, K. E. (2017). Executive function in adolescence: Associations with child and family risk factors and self-regulation in early childhood. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00903Google Scholar
Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29(3), 180200. https://doi.org/10.1016/j.dr.2009.05.002Google Scholar
Bindman, S. W., Pomerantz, E. M., & Roisman, G. I. (2015). Do children’s executive functions account for associations between early autonomy-supportive parenting and achievement through high school? Journal of Educational Psychology, 107(3), 756770. https://doi.org/10.1037/edu0000017Google Scholar
Blair, K. A., Denham, S. A., Kochanoff, A., & Whipple, B. (2004). Playing it cool: Temperament, emotion regulation, and social behavior in preschoolers. Journal of School Psychology, 42(6), 419443. https://doi.org/10.1016/j.jsp.2004.10.002Google Scholar
Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contributions of ‘hot’ and ‘cool’ executive function to children’s academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24(3), 337349. https://doi.org/10.1016/j.ecresq.2009.06.001Google Scholar
Brody, G. H., Yu, T., Chen, E., Miller, G. E., Kogan, S. M., & Beach, S. R. H. (2013). Is resilience only skin deep? Rural African Americans’ socioeconomic status–related risk and competence in preadolescence and psychological adjustment and allostatic load at age 19. Psychological Science, 24(7), 12851293. https://doi.org/10.1177/0956797612471954Google Scholar
Brophy-Herb, H. E., Zajicek-Farber, M. L., Bocknek, E. L., McKelvey, L. M., & Stansbury, K. (2013). Longitudinal connections of maternal supportiveness and early emotion regulation to children’s school readiness in low-income families. Journal of the Society for Social Work and Research, 4(1), 219. https://doi.org/10.5243/jsswr.2013.1Google Scholar
Brown, C. S., Mistry, R. S., & Yip, T. (2019). Moving from the margins to the mainstream: Equity and justice as key considerations for developmental science. Child Development Perspectives, 13(4), 235240. https://doi.org/10.1111/cdep.12340Google Scholar
Brown, E. D., Ackerman, B. P., & Moore, C. A. (2013). Family adversity and inhibitory control for economically disadvantaged children: Preschool relations and associations with school readiness. Journal of Family Psychology, 27(3), 443452. https://doi.org/10.1037/a0032886Google Scholar
Calkins, S., Hill, A., & Gross, J. J. (2007). Caregiver influences on emerging emotion regulation: Biological and environmental transactions in early development. In Gross, J. J. (Ed.), Handboook of emotion regulation (pp. 229248). Guilford Press.Google Scholar
Campbell, L. K., Scaduto, M., Van Slyke, D., Niarhos, F., Whitlock, J. A., & Compas, B. E. (2008). Executive function, coping, and behavior in survivors of childhood acute lymphocytic leukemia. Journal of Pediatric Psychology, 34(3), 317327. https://doi.org/10.1093/jpepsy/jsn080Google Scholar
Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489510. https://doi.org/10.1016/j.cogdev.2007.08.002Google Scholar
Coe, J. L., Micalizzi, L., Josefson, B., Parade, S. H., Seifer, R., & Tyrka, A. R. (2020). Sex differences in associations between early adversity, child temperament, and behavior problems. International Journal of Behavioral Development, 44(6), 490504. https://doi.org/10.1177/0165025420912012Google Scholar
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87127. https://doi.org/10.1037/0033-2909.127.1.87Google Scholar
Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143(9), 939991. https://doi.org/10.1037/bul0000110Google Scholar
Compas, B. E., Jaser, S. S., Dunn, M. J., & Rodriguez, E. M. (2012). Coping with chronic illness in childhood and adolescence. Annual Review of Clinical Psychology, 8(1), 455480. https://doi.org/10.1146/annurev-clinpsy-032511-143108Google Scholar
Connolly, S. L., Wagner, C. A., Shapero, B. G., Pendergast, L. L., Abramson, L. Y., & Alloy, L. B. (2014). Rumination prospectively predicts executive functioning impairments in adolescents. Journal of Behavior Therapy and Experimental Psychiatry, 45(1), 4656. https://doi.org/10.1016/j.jbtep.2013.07.009Google Scholar
Connor-Smith, J. K., Compas, B. E., Wadsworth, M. E., Thomsen, R. H., & Saltzman, H. (2000). Responses to stress in adolescence: Measurement of coping and involuntary stress responses. Journal of Consulting and Clinical Psychology, 68(6), 976992. https://doi.org/10.1037/0022-006X.68.6.976Google Scholar
Dahlquist, L. M., Gaultney, W. M., Bento, S. P., Steiner, E. M., Zeroth, J. A., Parr, N. J., & Quiton, R. L. (2019). Working memory and visual discrimination distraction tasks improve cold pressor pain tolerance in children. Health Psychology, 39(1), 1020. https://doi.org/10.1037/hea0000789Google Scholar
Davis, R. N., & Nolen-Hoeksema, S. (2000). Cognitive inflexibility among ruminators and nonruminators. Cognitive Therapy and Research, 24(6), 699711. https://doi.org/10.1023/A:1005591412406Google Scholar
de Wilde, A., Koot, H. M., & van Lier, P. A. C. (2016). Developmental links between children’s working memory and their social relations with teachers and peers in the early school years. Journal of Abnormal Child Psychology, 44, 1930. https://doi.org/10.1007/s10802-015-0053-4Google Scholar
Dekker, M. C., Ziermans, T. B., Spruijt, A. M., & Swaab, H. (2017). Cognitive, parent and teacher rating measures of executive functioning: Shared and unique influences on school achievement. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00048Google Scholar
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135168. https://doi.org/10.1146/annurev-psych-113011-143750Google Scholar
Dickson, K. S., Ciesla, J. A., & Zelic, K. (2017). The role of executive functioning in adolescent rumination and depression. Cognitive Therapy and Research, 41(1), 6272. https://doi.org/10.1007/s10608-016-9802-0Google Scholar
Doebel, S., & Munakata, Y. (2018). Group influences on engaging self-control: Children delay gratification and value it more when their in-group delays and their out-group doesn’t. Psychological Science, 29(5), 738748. https://doi.org/10.1177/0956797617747367Google Scholar
Dunifon, R. (2013). The influence of grandparents on the lives of children and adolescents. Child Development Perspectives, 7(1), 5560. https://doi.org/10.1111/cdep.12016Google Scholar
Eisenberg, N., Fabes, R. A., Bernzweig, J., Karbon, M., Poulin, R., & Hanish, L. (1993). The relations of emotionality and regulation to preschoolers’ social skills and sociometric status. Child Development, 64(5), 14181438. https://doi.org/10.2307/1131543Google Scholar
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495525. https://doi.org/10.1146/annurev.clinpsy.121208.131208Google Scholar
Eisenberg, N., Valiente, C., & Sulik, M. J. (2009). How the study of regulation can inform the study of coping. New Directions in Child and Adolescent Development, 2009(124), 7589. https://doi.org/10.1002/cd.244Google Scholar
Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A., & Liew, J. (2005). Relations among positive parenting, children’s effortful control, and externalizing problems: A three-wave longitudinal study. Child Development, 76(5), 10551071. https://doi.org/10.1111/j.1467-8624.2005.00897.xGoogle Scholar
Eliot, M., Cornell, D., Gregory, A., & Fan, X. (2010). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of School Psychology, 48(6), 533553. https://doi.org/10.1016/j.jsp.2010.07.001Google Scholar
Esposito, C., Bacchini, D., Eisenberg, N., & Affuso, G. (2017). Effortful control, exposure to community violence, and aggressive behavior: Exploring cross-lagged relations in adolescence. Aggressive Behavior, 43(6), 588600. https://doi.org/10.1002/ab.21717Google Scholar
Evans, L. D., Kouros, C. D., Samanez-Larkin, S., & Garber, J. (2016). Concurrent and short-term prospective relations among neurocognitive functioning, coping, and depressive symptoms in youth. Journal of Clinical Child & Adolescent Psychology, 45(1), 620. https://doi.org/10.1080/15374416.2014.982282Google Scholar
Fabes, R. A., & Eisenberg, N. (1992). Young children’s coping with interpersonal anger. Child Development, 63(1), 116128. https://doi.org/10.2307/1130906Google Scholar
Feldman, R. (2017). The neurobiology of human attachments. Trends in Cognitive Sciences, 21(2), 8099. https://doi.org/10.1016/j.tics.2016.11.007Google Scholar
Feldman, R., Masalha, S., & Derdikman-Eiron, R. (2010). Conflict resolution in the parent–child, marital, and peer contexts and children’s aggression in the peer group: A process-oriented cultural perspective. Developmental Psychology, 46(2), 310325. https://doi.org/10.1037/a0018286Google Scholar
Fenneman, J., & Frankenhuis, W. E. (2020). Is impulsive behavior adaptive in harsh and unpredictable environments? A formal model. Evolution and Human Behavior, 41(4), 261273. https://doi.org/10.1016/j.evolhumbehav.2020.02.005Google Scholar
Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26, 399419. https://doi.org/10.1146/annurev.publhealth.26.021304.144357Google Scholar
Finch, J. E., Garcia, E. B., Sulik, M. J., & Obradović, J. (2019). Peers matter: Links between classmates’ and individual students’ executive functions in elementary school. AERA Open, 5(1), Article 2332858419829438. https://doi.org/10.1177/2332858419829438Google Scholar
Finch, J. E., & Obradović, J. (2017). Unique effects of socioeconomic and emotional parental challenges on children’s executive functions. Journal of Applied Developmental Psychology, 52, 126137. https://doi.org/10.1016/j.appdev.2017.07.004Google Scholar
Finegood, E. D., & Blair, C. (2017). Poverty, parent stress, and emerging executive functions in young children. In Deater-Deckard, K. & Panneton, R. (Eds.), Parental stress and early child development (pp. 181207). Springer International Publishing.Google Scholar
Fletcher, J. M., Marks, A. D. G., & Hine, D. W. (2011). Working memory capacity and cognitive styles in decision-making. Personality and Individual Differences, 50(7), 11361141. https://doi.org/10.1016/j.paid.2011.02.002Google Scholar
Frankenhuis, W. E., Vries, S. A., Bianchi, J., & Ellis, B. J. (2019). Hidden talents in harsh conditions? A preregistered study of memory and reasoning about social dominance. Developmental Science, 23(4), Article e12835. https://doi.org/10.1111/desc.12835Google Scholar
Frankenhuis, W. E., Young, E. S., & Ellis, B. J. (2020). The hidden talents approach: Theoretical and methodological challenges. Trends in Cognitive Sciences, 24(7), 569581. https://doi.org/10.1016/j.tics.2020.03.007Google Scholar
Friedman, N. P., & Banich, M. T. (2019). Questionnaires and task-based measures assess different aspects of self-regulation: Both are needed. Proceedings of the National Academy of Sciences, 116(49), 2439624397. https://doi.org/10.1073/pnas.1915315116Google Scholar
Fuhs, M., Farran, D. C., & Nesbitt, K. T. (2015). Prekindergarten children’s executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings. Journal of Educational Psychology, 107(1), 207221. https://doi.org/10.1037/a0037366Google Scholar
Gago Galvagno, L. G., De Grandis, M. C., Clerici, G. D., Mustaca, A. E., Miller, S. E., & Elgier, A. M. (2019). Regulation during the second year: Executive function and emotion regulation links to joint attention, temperament, and social vulnerability in a Latin American sample. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01473Google Scholar
Ganesalingam, K., Yeates, K. O., Sanson, A., & Anderson, V. (2007). Social problem-solving skills following childhood traumatic brain injury and its association with self-regulation and social and behavioural functioning. Journal of Neuropsychology, 1(2), 149170. https://doi.org/10.1348/174866407X185300Google Scholar
Garcia, E. B., Sulik, M. J., & Obradović, J. (2019). Teachers’ perceptions of students’ executive functions: Disparities by gender, ethnicity, and ELL status. Journal of Educational Psychology, 111(5), 918931. https://doi.org/10.1037/edu0000308Google Scholar
Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J., & Hilton, K. A. (2008). Attentional and executive function behaviours in children with poor working memory. Learning and Individual Differences, 18(2), 214223. https://doi.org/10.1016/j.lindif.2007.10.003Google Scholar
Gaylord-Harden, N. K., Barbarin, O., Tolan, P. H., & Murry, V. M. (2018). Understanding development of African American boys and young men: Moving from risks to positive youth development. American Psychologist, 73(6), 753767. https://doi.org/10.1037/amp0000300Google Scholar
Goodman, G. S., Quas, J. A., Goldfarb, D., Gonzalves, L., & Gonzalez, A. (2019). Trauma and long-term memory for childhood events: Impact matters. Child Development Perspectives, 13(1), 39. https://doi.org/10.1111/cdep.12307Google Scholar
Graziano, P. A., Garb, L. R., Ros, R., Hart, K., & Garcia, A. (2016). Executive functioning and school readiness among preschoolers with externalizing problems: The moderating role of the student–teacher relationship. Early Education and Development, 27(5), 573589. https://doi.org/10.1080/10409289.2016.1102019Google Scholar
Gregory, A., & Fergus, E. (2017). Social and emotional learning and equity in school discipline. The Future of Children, 27(1), 117136.Google Scholar
Gulley, L. D., Hankin, B. L., & Young, J. F. (2016). Risk for depression and anxiety in youth: The interaction between negative affectivity, effortful control, and stressors. Journal of Abnormal Child Psychology, 44, 207218. https://doi.org/10.1007/s10802-015-9997-7Google Scholar
Gullone, E., Hughes, E. K., King, N. J., & Tonge, B. (2010). The normative development of emotion regulation strategy use in children and adolescents: A 2-year follow-up study: A longitudinal study of two specific emotion regulation strategies. Journal of Child Psychology and Psychiatry, 51(5), 567574. https://doi.org/10.1111/j.1469-7610.2009.02183.xGoogle Scholar
Halladay, J., Bennett, K., Weist, M., Boyle, M., Manion, I., Campo, M., & Georgiades, K. (2020). Teacher–student relationships and mental health help seeking behaviors among elementary and secondary students in Ontario Canada. Journal of School Psychology, 81, 110. https://doi.org/10.1016/j.jsp.2020.05.003Google Scholar
Handley, S. J., Capon, A., Beveridge, M., Dennis, I., & Evans, J. S. B. (2004). Working memory, inhibitory control and the development of children’s reasoning. Thinking & Reasoning, 10(2), 175195. https://doi.org/10.1080/13546780442000051Google Scholar
Harmon, S. L., Kistner, J. A., & Kofler, M. J. (2020). Neurocognitive correlates of rumination risk in children: Comparing competing model predictions in a clinically heterogeneous sample. Journal of Abnormal Child Psychology, 48, 11971210. https://doi.org/10.1007/s10802-020-00661-4Google Scholar
Haslam, D., Mejia, A., Thomson, D., & Betancourt, T. (2019). Self-regulation in low- and middle-income countries: Challenges and future directions. Clinical Child and Family Psychology Review, 22, 104117. https://doi.org/10.1007/s10567-019-00278-0Google Scholar
Heissel, J. A., Adam, E. K., Doleac, J. L., Figlio, D. N., & Meer, J. (2021). Testing, stress, and performance: How students respond physiologically to high-stakes testing. Education Finance and Policy, 16(2), 183208. https://doi.org/10.1162/edfp_a_00306Google Scholar
Hilt, L. M., Armstrong, J. M., & Essex, M. J. (2012). Early family context and development of adolescent ruminative style: Moderation by temperament. Cognition & Emotion, 26(5), 916926. https://doi.org/10.1080/02699931.2011.621932Google Scholar
Hilt, L. M., Leitzke, B. T., & Pollak, S. D. (2014). Cognitive control and rumination in youth: The importance of emotion. Journal of Experimental Psychopathology, 5, 302313. https://doi.org/10.5127/jep.038113Google Scholar
Hilton, D. C., Jarrett, M. A., McDonald, K. L., & Ollendick, T. H. (2017). Attention problems as a mediator of the relation between executive function and social problems in a child and adolescent outpatient sample. Journal of Abnormal Child Psychology, 45, 777788. https://doi.org/10.1007/s10802-016-0200-6Google Scholar
Hinnant, J. B., & Forman‐Alberti, A. B. (2019). Deviant peer behavior and adolescent delinquency: Protective effects of inhibitory control, planning, or decision making? Journal of Research on Adolescence, 29(3), 682695. https://doi.org/10.1111/jora.12405Google Scholar
Hocking, M. C., Barnes, M., Shaw, C., Lochman, J. E., Madan-Swain, A., & Saeed, S. (2011). Executive function and attention regulation as predictors of coping success in youth with functional abdominal pain. Journal of Pediatric Psychology, 36(1), 6473. https://doi.org/10.1093/jpepsy/jsq056Google Scholar
Hollenstein, T. (2013). State space grids: Depicting dynamics across development. Springer.Google Scholar
Howard, S. J., Cook, C. J., Everts, L., Melhuish, E., Scerif, G., Norris, S., Twine, R., Kahn, K., & Draper, C. E. (2020). Challenging socioeconomic status: A cross-cultural comparison of early executive function. Developmental Science, 23(1), Article e12854. https://doi.org/10.1111/desc.12854Google Scholar
Hughes, C., & Ensor, R. (2007). Executive function and theory of mind: Predictive relations from ages 2 to 4. Developmental Psychology, 43(6), 14471459. https://doi.org/10.1037/0012-1649.43.6.1447Google Scholar
Jackson, J. L., Gerardo, G. M., Monti, J. D., Schofield, K. A., & Vannatta, K. (2018). Executive function and internalizing symptoms in adolescents and young adults with congenital heart disease: The role of coping. Journal of Pediatric Psychology, 43(8), 906915. https://doi.org/10.1093/jpepsy/jsx154Google Scholar
Jakubovic, R. J., & Drabick, D. A. G. (2020). Community violence exposure and youth aggression: The moderating role of working memory. Journal of Abnormal Child Psychology, 48, 14711484. https://doi.org/10.1007/s10802-020-00683-yGoogle Scholar
Joseph, H. M., McKone, K. M. P., Molina, B. S. G., & Shaw, D. S. (2021). Maternal parenting and toddler temperament: Predictors of early school age attention-deficit/hyperactivity disorder-related behaviors. Research on Child and Adolescent Psychopathology, 49, 763773. https://doi.org/10.1007/s10802-021-00778-0Google Scholar
Joslyn, P. R., Donaldson, J. M., Austin, J. L., & Vollmer, T. R. (2019). The Good Behavior Game: A brief review. Journal of Applied Behavior Analysis, 52(3), 811815. https://doi.org/10.1002/jaba.572Google Scholar
Jukes, M. C. H., Mgonda, N. L., Tibenda, J. J., Gabrieli, P., Jeremiah, G., Betts, K. L., Williams, J., & Bub, K. L. (2021). Building an assessment of community‐defined social‐emotional competencies from the ground up in Tanzania. Child Development, 92(6), e1095e1109. https://doi.org/10.1111/cdev.13673Google Scholar
Kidd, C., Palmeri, H., & Aslin, R. N. (2013). Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability. Cognition, 126(1), 109114. https://doi.org/10.1016/j.cognition.2012.08.004Google Scholar
Kim, H. Y., Brown, L., Tubbs Dolan, C., Sheridan, M., & Aber, J. L. (2020). Post-migration risks, developmental processes, and learning among Syrian refugee children in Lebanon. Journal of Applied Developmental Psychology, 69, 101142. https://doi.org/10.1016/j.appdev.2020.101142Google Scholar
Kim, S., Nordling, J. K., Yoon, J. E., Boldt, L. J., & Kochanska, G. (2012). Effortful control in “hot” and “cool” tasks differentially predicts children’s behavior problems and academic performance. Journal of Abnormal Child Psychology, 41, 4356. https://doi.org/10.1007/s10802-012-9661-4Google Scholar
Kopystynska, O., Spinrad, T. L., Seay, S. M., & Eisenberg, N. (2016). The interplay of maternal sensitivity and gentle control when predicting children’s subsequent academic functioning: Evidence of mediation by effortful control. Developmental Psychology, 52(6), 909921. https://doi.org/10.1037/dev0000122Google Scholar
Lantrip, C., Isquith, P. K., Koven, N. S., Welsh, K., & Roth, R. M. (2016). Executive function and emotion regulation strategy use in adolescents. Applied Neuropsychology: Child, 5(1), 5055. https://doi.org/10.1080/21622965.2014.960567Google Scholar
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.Google Scholar
Leerkes, E. M., Supple, A. J., Su, J., & Cavanaugh, A. M. (2015). Links between remembered childhood emotion socialization and adult adjustment: Similarities and differences between European American and African American women. Journal of Family Issues, 36(13), 18541877. https://doi.org/10.1177/0192513X13505567Google Scholar
Lei, H., Zhang, Q., Li, X., Yang, H., Du, W., & Shao, J. (2019). Cumulative risk and problem behaviors among Chinese left-behind children: A moderated mediation model. School Psychology International, 40(3), 309328. https://doi.org/10.1177/0143034319835255Google Scholar
Lengua, L. J. (2002). The contribution of emotionality and self-regulation to the understanding of children’s response to multiple risk. Child Development, 73(1), 144161. https://doi.org/10.1111/1467-8624.00397Google Scholar
Lengua, L. J., Bush, N. R., Long, A. C., Kovacs, E. A., & Trancik, A. M. (2008). Effortful control as a moderator of the relation between contextual risk factors and growth in adjustment problems. Development and Psychopathology, 20(2), 509528. https://doi.org/10.1017/S0954579408000254Google Scholar
Liew, J., Carlo, G., Streit, C., & Ispa, J. M. (2018). Parenting beliefs and practices in toddlerhood as precursors to self-regulatory, psychosocial, and academic outcomes in early and middle childhood in ethnically diverse low-income families. Social Development, 27(4), 891909. https://doi.org/10.1111/sode.12306Google Scholar
Lonigan, C. J., Allan, D. M., & Phillips, B. M. (2017). Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills. Developmental Psychology, 53(1), 6376. https://doi.org/10.1037/dev0000247Google Scholar
Loomis, A. M. (2021). The influence of early adversity on self-regulation and student–teacher relationships in preschool. Early Childhood Research Quarterly, 54, 294306. https://doi.org/10.1016/j.ecresq.2020.10.004Google Scholar
Lunkenheimer, E., & Wang, J. (2017). It’s OK to fail: Individual and dyadic regulatory antecedents of mastery motivation in preschool. Journal of Child and Family Studies, 26, 14811490. https://doi.org/10.1007/s10826-016-0633-0Google Scholar
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543562. https://doi.org/10.1111/1467-8624.00164Google Scholar
MacKinnon, D. P., Fairchild, A. J., & Fritz, M. S. (2007). Mediation analysis. Annual Review of Psychology, 58, 593614. https://doi.org/10.1146/annurev.psych.58.110405.085542Google Scholar
MacPhee, D., Lunkenheimer, E., & Riggs, N. (2015). Resilience as regulation of developmental and family processes. Family Relations, 64(1), 153175. https://doi.org/10.1111/fare.12100Google Scholar
Mani, A., Mullainathan, S., Shafir, E., & Zhao, J. (2013). Poverty impedes cognitive function. Science, 341(6149), 976980. https://doi.org/10.1126/science.1238041Google Scholar
Mariu, K. R., Merry, S. N., Robinson, E. M., & Watson, P. D. (2012). Seeking professional help for mental health problems, among New Zealand secondary school students. Clinical Child Psychology and Psychiatry, 17(2), 284297. https://doi.org/10.1177/1359104511404176Google Scholar
McCord, B. V., & Raval, V. V. (2016). Asian Indian immigrant and white American maternal emotion socialization and child socio-emotional functioning. Journal of Child and Family Studies, 25, 464474. https://doi.org/10.1007/s10826-15-0227-2Google Scholar
McCoy, D. C., Raver, C. C., & Sharkey, P. (2015). Children’s cognitive performance and selective attention following recent community violence. Journal of Health and Social Behavior, 56(1), 1936. https://doi.org/10.1177/0022146514567576Google Scholar
McIntyre, L. L., Blacher, J., & Baker, B. L. (2006). The transition to school: Adaptation in young children with and without intellectual disability. Journal of Intellectual Disability Research, 50(5), 349361. https://doi.org/10.1111/j.1365-2788.2006.00783.xGoogle Scholar
McKinnon, R. D., & Blair, C. (2018). Does early executive function predict teacher–child relationships from kindergarten to second grade? Developmental Psychology, 54(11), 20532066. https://doi.org/10.1037/dev0000584Google Scholar
McQuade, J. D., Murray-Close, D., Shoulberg, E. K., & Hoza, B. (2013). Working memory and social functioning in children. Journal of Experimental Child Psychology, 115(3), 422435. https://doi.org/10.1016/j.jecp.2013.03.002Google Scholar
Menting, B., Van Lier, P. A. C., Koot, H. M., Pardini, D., & Loeber, R. (2016). Cognitive impulsivity and the development of delinquency from late childhood to early adulthood: Moderating effects of parenting behavior and peer relationships. Development and Psychopathology, 28(1), 167183. https://doi.org/10.1017/S095457941500036XGoogle Scholar
Michaelson, L. E., & Munakata, Y. (2016). Trust matters: Seeing how an adult treats another person influences preschoolers’ willingness to delay gratification. Developmental Science, 19(6), 10111019. https://doi.org/10.1111/desc.12388Google Scholar
Miller‐Cotto, D., Smith, L. V., Wang, A. H., & Ribner, A. D. (2022). Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families. Infant and Child Development, 31(1), Article e2286. https://doi.org/10.1002/icd.2286Google Scholar
Mittal, C., Griskevicius, V., Simpson, J. A., Sung, S., & Young, E. S. (2015). Cognitive adaptations to stressful environments: When childhood adversity enhances adult executive function. Journal of Personality and Social Psychology, 109(4), 604621. https://doi.org/10.1037/pspi0000028Google Scholar
Moffett, L., Flannagan, C., & Shah, P. (2020). The influence of environmental reliability in the marshmallow task: An extension study. Journal of Experimental Child Psychology, 194, Article 104821. https://doi.org/10.1016/j.jecp.2020.104821Google Scholar
Munakata, Y., Yanaoka, K., Doebel, S., Guild, R. M., Michaelson, L. E., & Saito, S. (2020). Group influences on children’s delay of gratification: Testing the roles of culture and personal connections. Collabra: Psychology, 6(1). https://doi.org/10.1525/collabra.265Google Scholar
Muscara, F., Catroppa, C., & Anderson, V. (2008). Social problem-solving skills as a mediator between executive function and long-term social outcome following paediatric traumatic brain injury. Journal of Neuropsychology, 2(2), 445461. https://doi.org/10.1348/174866407X250820Google Scholar
Nesbitt, K. T., Baker-Ward, L., & Willoughby, M. T. (2013). Executive function mediates socio-economic and racial differences in early academic achievement. Early Childhood Research Quarterly, 28(4), 774783. https://doi.org/10.1016/j.ecresq.2013.07.005Google Scholar
Nilsen, E. S., & Bacso, S. A. (2017). Cognitive and behavioural predictors of adolescents’ communicative perspective-taking and social relationships. Journal of Adolescence, 56(1), 5263. https://doi.org/10.1016/j.adolescence.2017.01.004Google Scholar
Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on Psychological Science, 3(5), 400424. https://doi.org/10.1111/j.1745-6924.2008.00088.xGoogle Scholar
Nweze, T., Nwoke, M. B., Nwufo, J. I., Aniekwu, R. I., & Lange, F. (2021). Working for the future: Parentally deprived Nigerian children have enhanced working memory ability. Journal of Child Psychology and Psychiatry, 62(3), 280288. https://doi.org/10.1111/jcpp.13241Google Scholar
Obradović, J., & Armstrong-Carter, E. (2020). Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students. Development and Psychopathology, 32(5), 18991913. https://doi.org/10.1017/S0954579420001443Google Scholar
Obradović, J., & Finch, J. E. (2017). Linking executive function skills and physiological challenge response: Piecewise growth curve modeling. Developmental Science, 20(6), e12476. https://doi.org/10.1111/desc.12476Google Scholar
Obradović, J., Portilla, X. A., & Ballard, P. J. (2016). Biological sensitivity to family income: Differential effects on early executive functioning. Child Development, 87(2), 374384. https://doi.org/10.1111/cdev.12475Google Scholar
Obradović, J., & Steyer, L. (2022). Direct assessment of elementary school students’ executive functions and motivation in classroom settings. In Jones, S., Lesaux, N., & Barnes, S. (Eds.), Measuring and assessing non-cognitive skills to improve teaching and learning (pp. 1139). Guilford Press.Google Scholar
Obradović, J., Sulik, M. J., Finch, J. E., & Tirado-Strayer, N. (2018). Assessing students’ executive functions in the classroom: Validating a scalable group-based procedure. Journal of Applied Developmental Psychology, 55, 413. https://doi.org/10.1016/j.appdev.2017.03.003Google Scholar
Obradović, J., & Willoughby, M. T. (2019). Studying executive function skills in young children in low- and middle-income countries: Progress and directions. Child Development Perspectives, 13(4), 227234. https://doi.org/10.1111/cdep.12349Google Scholar
O’Rourke, E. J., Halpern, L. F., & Vaysman, R. (2020). Examining the relations among emerging adult coping, executive function, and anxiety. Emerging Adulthood, 8(3), 209225. https://doi.org/10.1177/2167696818797531Google Scholar
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 636. https://doi.org/10.1080/10888691.2017.1398650Google Scholar
Papadakis, J. L., Fuller, A. K., Brewer, S. K., Silton, R. L., & Santiago, C. D. (2018). A daily diary study of executive functions, coping, and mood among low-income Latino adolescents. The Journal of Early Adolescence, 38(6), 824848. https://doi.org/10.1177/0272431617699946Google Scholar
Perry, N. B., Calkins, S. D., Dollar, J. M., Keane, S. P., & Shanahan, L. (2018). Self-regulation as a predictor of patterns of change in externalizing behaviors from infancy to adolescence. Development and Psychopathology, 30(2), 497510. https://doi.org/10.1017/S0954579417000992Google Scholar
Perry, N. B., Dollar, J. M., Calkins, S. D., Keane, S. P., & Shanahan, L. (2020). Maternal socialization of child emotion and adolescent adjustment: Indirect effects through emotion regulation. Developmental Psychology, 56(3), 541552. https://doi.org/10.1037/dev0000815Google Scholar
Perzow, S. E. D., Bray, B. C., Wadsworth, M. E., Young, J. F., & Hankin, B. L. (2021). Individual differences in adolescent coping: Comparing a community sample and a low-SES sample to understand coping in context. Journal of Youth and Adolescence, 50, 693710. https://doi.org/10.1007/s10964-021-01398-zGoogle Scholar
Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradović, J. (2014). An integrative view of school functioning: Transactions between self-regulation, school engagement, and teacher–child relationship quality. Child Development, 85(5), 19151931. https://doi.org/10.1111/cdev.12259Google Scholar
Prussien, K. V., DeBaun, M. R., Yarboi, J., Bemis, H., McNally, C., Williams, E., & Compas, B. E. (2018). Cognitive function, coping, and depressive symptoms in children and adolescents with sickle cell disease. Journal of Pediatric Psychology, 43(5), 543551. https://doi.org/10.1093/jpepsy/jsx141Google Scholar
Raver, C. C., & Blair, C. (2020). Developmental science aimed at reducing inequality: Maximizing the social impact of research on executive function in context. Infant and Child Development, 29(1), Article e2175. https://doi.org/10.1002/icd.2175Google Scholar
Reilly, S. E., & Downer, J. T. (2019). Roles of executive functioning and language in developing low-income preschoolers’ behavior and emotion regulation. Early Childhood Research Quarterly, 49, 229240. https://doi.org/10.1016/j.ecresq.2019.07.006Google Scholar
Reising, M. M., Bettis, A. H., Dunbar, J. P., Watson, K. H., Gruhn, M., Hoskinson, K. R., & Compas, B. E. (2018). Stress, coping, executive function, and brain activation in adolescent offspring of depressed and nondepressed mothers. Child Neuropsychology, 24(5), 638656. https://doi.org/10.1080/09297049.2017.1307950Google Scholar
Roberts, S. O., Bareket-Shavit, C., Dollins, F. A., Goldie, P. D., & Mortenson, E. (2020). Racial inequality in psychological research: Trends of the past and recommendations for the future. Perspectives on Psychological Science, 15(6), 12951309. https://doi.org/10.1177/1745691620927709Google Scholar
Robinson, K. E., Pearson, M. M., Cannistraci, C. J., Anderson, A. W., Kuttesch, J. F., Wymer, K., Smith, S. E., Park, S., & Compas, B. E. (2015). Functional neuroimaging of working memory in survivors of childhood brain tumors and healthy children: Associations with coping and psychosocial outcomes. Child Neuropsychology, 21(6), 779802. https://doi.org/10.1080/09297049.2014.924492Google Scholar
Rodríguez Villegas, A. L., & Salvador Cruz, J. (2015). Executive functioning and adaptive coping in healthy adults. Applied Neuropsychology: Adult, 22(2), 124131. https://doi.org/10.1080/23279095.2013.864972Google Scholar
Rogers, M. L., Halberstadt, A. G., Castro, V. L., MacCormack, J. K., & Garrett-Peters, P. (2016). Maternal emotion socialization differentially predicts third-grade children’s emotion regulation and lability. Emotion, 16(2), 280291. https://doi.org/10.1037/emo0000142Google Scholar
Roth, R. M., Isquith, P. K., & Gioia, G. A. (2014). Assessment of executive functioning using the Behavior Rating Inventory of Executive Function (BRIEF). In Goldstein, S. & Naglieri, J. A. (Eds.), Handbook of executive functioning (pp. 301331). Springer.Google Scholar
Roth, S., & Cohen, L. J. (1986). Approach, avoidance, and coping with stress. American Psychologist, 41(7), 813819. https://doi.org/10.1037/0003-066X.41.7.813Google Scholar
Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children’s Behavior Questionnaire. Child Development, 72(5), 13941408. https://doi.org/10.1111/1467-8624.00355Google Scholar
Ruan, Y., Reis, H. T., Zareba, W., & Lane, R. D. (2020). Does suppressing negative emotion impair subsequent emotions? Two experience sampling studies. Motivation and Emotion, 44, 427435. https://doi.org/10.1007/s11031-019-09774-wGoogle Scholar
Rybanska, V., McKay, R., Jong, J., & Whitehouse, H. (2018). Rituals improve children’s ability to delay gratification. Child Development, 89(2), 349359. https://doi.org/10.1111/cdev.12762Google Scholar
Sætren, S. S., Augusti, E.-M., & Hafstad, G. S. (2021). Affective inhibitory control and risk for internalizing problems in adolescents exposed to child maltreatment: A population-based study. Journal of Abnormal Psychology, 130(2), 113125. https://doi.org/10.1037/abn0000582Google Scholar
Schoppe-Sullivan, S. J., Weldon, A. H., Cook, J. C., Davis, E. F., & Buckley, C. K. (2009). Coparenting behavior moderates longitudinal relations between effortful control and preschool children’s externalizing behavior. Journal of Child Psychology and Psychiatry, 50(6), 698706. https://doi.org/10.1111/j.1469-7610.2008.02009.xGoogle Scholar
Shaffer, A., Suveg, C., Thomassin, K., & Bradbury, L. L. (2012). Emotion socialization in the context of family risks: Links to child emotion regulation. Journal of Child and Family Studies, 21, 917924. https://doi.org/10.1007/s10826-011-9551-3Google Scholar
Sharkey, P. T., Tirado-Strayer, N., Papachristos, A. V., & Raver, C. C. (2012). The effect of local violence on children’s attention and impulse control. American Journal of Public Health, 102(6), 22872293. https://doi.org/10.2105/AJPH.2012.300789Google Scholar
Simonds, J., Kieras, J. E., Rueda, M. R., & Rothbart, M. K. (2007). Effortful control, executive attention, and emotional regulation in 7–10-year-old-children. Cognitive Development, 22(4), 474488. https://doi.org/10.1016/j.cogdev.2007.08.009Google Scholar
Skibo, M. A., Sturge-Apple, M. L., & Suor, J. H. (2020). Early experiences of insensitive caregiving and children’s self-regulation: Vagal tone as a differential susceptibility factor. Development and Psychopathology, 32(4), 14601472. https://doi.org/10.1017/S0954579419001408Google Scholar
Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173187. https://doi.org/10.1016/j.ecresq.2007.01.002Google Scholar
Spencer, M. B. (2007). Phenomenology and ecological systems theory: Development of diverse groups. In Damon, W. & Lerner, R. M. (Eds.), Handbook of child psychology (pp. 696735). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470147658.chpsy0115Google Scholar
Sroufe, L. A., Egeland, B., Carlson, E. A., & Collins, W. A. (2005). The development of the person: The Minnesota Study of Risk and Adaptation from birth to adulthood. Guilford Press.Google Scholar
Sturge-Apple, M. L., Davies, P. T., Cicchetti, D., Hentges, R. F., & Coe, J. L. (2017). Family instability and children’s effortful control in the context of poverty: Sometimes a bird in the hand is worth two in the bush. Development and Psychopathology, 29(3), 685696. https://doi.org/10.1017/S0954579416000407Google Scholar
Sulik, M. J., Blair, C., Mills-Koonce, R., Berry, D., Greenberg, M., & The Family Life Project Investigators. (2015). Early parenting and the development of externalizing behavior problems: Longitudinal mediation through children’s executive function. Child Development, 86(3), 15881603. https://doi.org/10.1111/cdev.12386Google Scholar
Sulik, M. J., & Obradović, J. (2018). Teachers’ rankings of children’s executive functions: Validating a methodology for school-based data collection. Journal of Experimental Child Psychology, 173, 136154. https://doi.org/10.1016/j.jecp.2018.01.016Google Scholar
Suntheimer, N. M., Sulik, M. J., Obradović, J., & Wolf, S. (2021, April). Executive functioning mediates the association between cumulative risk and learning in Ghanaian schoolchildren. Biennial Meeting of the Society for Research in Child Development, Virtual.Google Scholar
Toplak, M. E., West, R. F., & Stanovich, K. E. (2013). Practitioner review: Do performance-based measures and ratings of executive function assess the same construct? Journal of Child Psychology and Psychiatry, 54(2), 131143. https://doi.org/10.1111/jcpp.12001Google Scholar
Verhoeven, K., Damme, S. V., Eccleston, C., Ryckeghem, D. M. L. V., Legrain, V., & Crombez, G. (2011). Distraction from pain and executive functioning: An experimental investigation of the role of inhibition, task switching and working memory. European Journal of Pain, 15(8), 866873. https://doi.org/10.1016/j.ejpain.2011.01.009Google Scholar
Verhoeven, K., Dick, B., Eccleston, C., Goubert, L., & Crombez, G. (2014). The role of executive functioning in children’s attentional pain control: An experimental analysis. Pain, 155(2), 413421. https://doi.org/10.1016/j.pain.2013.11.002Google Scholar
von Suchodoletz, A., Uka, F., & Larsen, R. A. A. A. (2015). Self-regulation across different contexts: Findings in young Albanian children. Early Education and Development, 26(5–6), 829846. https://doi.org/10.1080/10409289.2015.1012189Google Scholar
Wade, M., Zeanah, C. H., Fox, N. A., & Nelson, C. A. (2020). Global deficits in executive functioning are transdiagnostic mediators between severe childhood neglect and psychopathology in adolescence. Psychological Medicine, 50(10), 16871694. https://doi.org/10.1017/S0033291719001764Google Scholar
Wagner, C. A., Alloy, L. B., & Abramson, L. Y. (2015). Trait rumination, depression, and executive functions in early adolescence. Journal of Youth and Adolescence, 44, 1836. https://doi.org/10.1007/s10964-014-0133-8Google Scholar
Wang, M. (2019). Harsh parenting and adolescent aggression: Adolescents’ effortful control as the mediator and parental warmth as the moderator. Child Abuse & Neglect, 94, Article 104021. https://doi.org/10.1016/j.chiabu.2019.05.014Google Scholar
Warren, S. M., & Barnett, M. A. (2020). Effortful control development in the face of harshness and unpredictability. Human Nature, 31, 6887. https://doi.org/10.1007/s12110-019-09360-6Google Scholar
Wilkinson, P. O., & Goodyer, I. M. (2006). Attention difficulties and mood-related ruminative response style in adolescents with unipolar depression. Journal of Child Psychology and Psychiatry, 47(12), 12841291. https://doi.org/10.1111/j.1469-7610.2006.01660.xGoogle Scholar
Willoughby, M. T., Kupersmidt, J., Voegler-Lee, M., & Bryant, D. (2011). Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement. Developmental Neuropsychology, 36(2), 162180. https://doi.org/10.1080/87565641.2010.549980Google Scholar
Willoughby, M. T., Piper, B., Oyanga, A., & Merseth King, K. (2019). Measuring executive function skills in young children in Kenya: Associations with school readiness. Developmental Science, 22(5), e12818. https://doi.org/10.1111/desc.12818Google Scholar
Yap, M. B. H., Allen, N. B., O’Shea, M., di Parsia, P., Simmons, J. G., & Sheeber, L. (2011). Early adolescents’ temperament, emotion regulation during mother-child interactions, and depressive symptomatology. Development and Psychopathology, 23(1), 267282. https://doi.org/10.1017/S0954579410000787Google Scholar
Zakszeski, B. N., Dever, B. V., & Gallagher, E. K. (2021). Self-regulation in the kindergarten classroom: Contributions of relational and sociodemographic factors. Contemporary School Psychology. https://doi.org/10.1007/s40688-021-00390-5Google Scholar
Zelazo, P. D. (2020). Executive function and psychopathology: A neurodevelopmental perspective. Annual Review of Clinical Psychology, 16, 431454. https://doi.org/10.1146/annurev-clinpsy-072319-024242Google Scholar
Zelazo, P. D., Blair, C. B., & Willoughby, M. T. (2016). Executive function: Implications for education (Research Report NCER 2017–2000; pp. 1148). National Center for Education Research, Institute of Education Sciences, US Department of Education. https://files.eric.ed.gov/fulltext/ED570880.pdfGoogle Scholar
Zelazo, P. D., Carter, A., Reznick, J. S., & Frye, D. (1997). Early development of executive function: A problem-solving framework. Review of General Psychology, 1(2), 198226. https://doi.org/10.1037/1089-2680.1.2.198Google Scholar
Zimmer-Gembeck, M. J., & Skinner, E. A. (2016). The development of coping: Implications for psychopathology and resilience. In Cicchetti, D (Ed.), Developmental psychopathology (pp. 161). John Wiley & Sons. https://doi.org/10.1002/9781119125556.devpsy410Google Scholar

References

Affleck, G., & Tennen, H. (1996). Constructing benefits from adversity: Adaptational significance and dispositional underpinnings. Journal of Personality, 64(4), 899922. https://doi.org/10.1111/j.1467-6494.1996.tb00948.xGoogle Scholar
Aldwin, C. M. (2007). Stress, coping, and development: An integrative perspective (2nd ed.). Guilford Press.Google Scholar
Baltes, P. B. (1987). Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline. Developmental Psychology, 23(5), 611626. https://doi.org/10.1037/0012-1649.23.5.611Google Scholar
Baltes, P. B., & Baltes, M. M. (1990). Psychological perspectives on successful aging: The model of selective optimization with compensation. In Baltes, P. B. & Baltes, M. M. (Eds.), Successful aging: Perspectives from the behavioral sciences (pp. 134). Cambridge University Press. https://doi.org/10.1017/CBO9780511665684.003Google Scholar
Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (2006). Life span theory in developmental psychology. In Lerner, R. M. (Ed.), Handbook of child psychology: Theoretical models of human development (6th ed., Vol. 1, pp. 569664). Wiley.Google Scholar
Barlow, M. A., Wrosch, C., & McGrath, J. J. (2019). Goal adjustment capacities and quality of life: A meta-analytic review. Journal of Personality, 88(2), 307323. https://doi.org/10.1111/jopy.12492Google Scholar
Bjorklund, D. F. (2021). How children invented humanity. Oxford University Press.Google Scholar
Boerner, K., & Jopp, D. (2007). Improvement/maintenance as reorientation as central features of coping with major life change and loss: Contributions of three life-span theories. Human Development, 50(4), 171195. https://doi.org/10.1159/000103358Google Scholar
Bonanno, G. A., & Burton, C. L. (2013). Regulatory flexibility: An individual differences perspective on coping and emotion regulation. Perspectives on Psychological Science, 8(6), 591612. https://doi.org/10.1177/1745691613504116Google Scholar
Brandtstädter, J. (1992). Personal control over development: Some developmental implications of self-efficacy. In Schwarzer, R. (Ed.), Self-efficacy: Thought control of action (pp. 127145). Hemisphere.Google Scholar
Brandtstädter, J. (2006). Action perspectives on human development. In Damon, W., Lerner, R. M. (Eds.-in-Chief), & Lerner, R. M. (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 516568). Wiley.Google Scholar
Brandtstädter, J., & Greve, W. (1994). The aging self: Stabilizing and protective processes. Developmental Review, 14(1), 5280. https://doi.org/10.1006/drev.1994.1003Google Scholar
Brandtstädter, J., & Lerner, R. M. (Eds.). (1999). Action and self-development: Theory and research through the life-span. Sage.Google Scholar
Brandtstädter, J., & Renner, G. (1990). Tenacious goal pursuit and flexible goal adjustment: Explication and age-related analysis of assimilative and accommodative strategies of coping. Psychology and Aging, 5(1), 5867. https://doi.org/10.1037//0882-7974.5.1.58Google Scholar
Brandtstädter, J., & Rothermund, K. (2002). The life-course dynamics of goal pursuit and goal adjustment: A two-process framework. Developmental Review, 22(1), 117150. https://doi.org/10.1006/drev.2001.0539Google Scholar
Brandtstädter, J., Wentura, D., & Greve, W. (1993). Adaptive resources of the aging self: Outlines of an emergent perspective. International Journal of Behavioral Development, 16(2), 323349. https://doi.org/10.1177/016502549301600212Google Scholar
Chapman, M. (1988). Constructive evolution: Origins and development of Piaget’s thought. Cambridge University Press.Google Scholar
Chen, E., & Miller, G. E. (2012). “Shift-and-persist” strategies: Why low socioeconomic status isn’t always bad for health. Perspectives on Psychological Science, 7(2), 135158. https://doi.org/10.1177/1745691612436694Google Scholar
Chun, C.‐A., Moos, R. H., & Cronkite, R. C. (2006). Culture: A fundamental context for the stress and coping paradigm. In Wong, P. T. P. & Wong, L. C. J. (Eds.), Handbook of multicultural perspectives on stress and coping (pp. 2953). Springer. https://doi.org/10.1007/0-387-26238-5_2Google Scholar
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress and potential in theory and research. Psychological Bulletin, 127(1), 87127. https://doi.org/10.1037/0033-2909.127.1.87Google Scholar
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495525. https://doi.org/10.1146/annurev.clinpsy.121208.131208Google Scholar
Greve, W. (2005). Maintaining personality: The active and adaptive self as core of individuality and personhood. In Greve, W., Rothermund, K., & Wentura, D. (Eds.), The adaptive self: Personal continuity and intentional self-development (pp. 4970). Hogrefe & Huber.Google Scholar
Greve, W., & Enzmann, D. (2003). Self-esteem maintenance among incarcerated young males. International Journal of Behavioral Development, 27(1), 1220. https://doi.org/10.1080/01650250143000562Google Scholar
Greve, W., Enzmann, D., & Hosser, D. (2001). The stabilization of self-esteem among incarcerated adolescents: Processes of accommodation and immunization. International Journal of Offender Therapy and Comparative Criminology, 45(6), 749768.Google Scholar
Greve, W., Kersten, K., Koch, M., & Rasche, V. (2021). Extending the scope of the ‘cognitive advantage’ hypothesis: Multilingual individuals show higher flexibility of goal adjustment. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2021.1922420Google Scholar
Greve, W., Leipold, B., & Kappes, C. (2017). Fear of crime in old age: A sample case of resilience? Journals of Gerontology Series B, 73(7), 12241232. https://doi.org/10.1093/geronb/gbw169Google Scholar
Greve, W., Leipold, B., & Meyer, T. (2009). Resilienz als Entwicklungsergebnis: Die Förderung der individuellen Adaptivität [Resilience as developmental product: The promotion of individual adaptivity]. In Linden, M. & Weig, W. (Eds.), Salutotherapie in Prävention und Rehabilitation [Salutotherapy in prevention and rehabilitation] (pp. 173184). Deutscher Ärzte-Verlag.Google Scholar
Greve, W., & Staudinger, U. M. (2006). Resilience in later adulthood and old age: Resources and potentials for successful aging. In Cicchetti, D. & Cohen, D. J. (Eds.), Developmental psychopathology (2nd ed., Vol. 3, pp. 796840). Wiley.Google Scholar
Greve, W., & Thomsen, T. (2013). Developmental conditions of adaptive self-stabilization in adolescence: An exploratory study. International Journal of Developmental Science, 7(3–4), 119131. https://doi.org/10.3233/DEV-120101Google Scholar
Greve, W., & Thomsen, T. (2016). Evolutionary advantages of free play during childhood. Evolutionary Psychology, 14(4). https://doi.org/10.1177/1474704916675349Google Scholar
Greve, W., Thomsen, T., & Dehio, C. (2014). Does playing pay? The fitness-effect of free play during childhood. Evolutionary Psychology, 12(2), 434447. https://doi.org/10.1177/147470491401200210Google Scholar
Greve, W., & Wentura, D. (2007). Personal and subpersonal regulation of human development: Beyond complementary categories. Human Development, 50(4), 201207. https://doi.org/10.1159/000103360Google Scholar
Haase, C. M., Heckhausen, J., & Wrosch, C. (2013). Developmental regulation across the life span: Toward a new synthesis. Developmental Psychology, 49(5), 964972. https://doi.org/10.1037/a0029231Google Scholar
Harter, S. (1999). The construction of the self: A developmental perspective. Guilford Press.Google Scholar
Heckhausen, J., & Heckhausen, H. (2018). Development of motivation. In Heckhausen, J. & Heckhausen, H., Motivation and action (3rd ed., pp. 679743). Springer International Publishing.Google Scholar
Heckhausen, J., Wrosch, C., & Schulz, R. (2010). A motivational theory of life-span development. Psychological Review, 117(1), 3260. https://doi.org/10.1037/a0017668Google Scholar
Heckhausen, J., Wrosch, C., & Schulz, R. (2019). Agency and motivation in adulthood and old age. Annual Review of Psychology, 70, 191217. https://doi.org/10.1146/annurev-psych-010418-103043Google Scholar
Holodynski, M., & Friedlmeier, W. (2006). Emotionen: Entwicklung und Regulation [Emotion: Development and regulation]. Springer.Google Scholar
Kappes, C., & Thomsen, T. (2020). Imitation of goal engagement and disengagement processes in romantic relationships. European Journal of Personality, 34(2), 234244. https://doi.org/10.1002/per.2244Google Scholar
Kappes, C., & Thomsen, T. (2022). Observing parental behavior in challenging tasks: Its role for goal engagement and disengagement in children. Journal of Experimental Child Psychology, 221, Article 105463. https://doi.org/10.1016/j.jecp.2022.105463Google Scholar
Keller, H., & Bard, K. A. (Eds.). (2017). The cultural nature of attachment. MIT Press.Google Scholar
Kunzmann, U., Rohr, M., Wieck, C., Kappes, K., & Wrosch, C. (2017). Speaking about feelings: Further evidence for multidirectional age differences in anger and sadness. Psychology and Aging, 32(1), 93103. https://doi.org/10.1037/pag0000142Google Scholar
Leipold, B., Bermeitinger, C., Greve, W., Meyer, B., Arnold, M., & Pielniok, M. (2014). Short-term induction of assimilation and accommodation. Quarterly Journal of Experimental Psychology, 67(12), 23922408. https://doi.org/10.1080/17470218.2014.931443Google Scholar
Leipold, B., & Greve, W. (2009). Resilience: A conceptual bridge between coping and development. European Psychologist, 14(1), 4050. https://doi.org/10.1027/1016-9040.14.1.40Google Scholar
Lerner, R. M. (2018). Concepts and theories of human development (4th ed.). Routledge.Google Scholar
Lessing, N., Kappes, C., Greve, W., & Mähler, C. (2019). Developmental conditions of accommodative coping in childhood: The role of executive functions. Cognitive Development, 50, 5665. https://doi.org/10.1016/j.cogdev.2019.02.002Google Scholar
Lessing, N., Mähler, C. & Greve, W. (2015). Erfassung akkommodativer Bewältigungsfähigkeiten im Kindesalter: Ein Erfassungsinstrument [Assessment of accommodative coping capacities in childhood: A measurement]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie [Journal of Developmental Psychology and Educational Psychology], 47(4), 210218. https://doi.org/10.1026/0049-8637/a000138Google Scholar
Lessing, N., Thomsen, T., Mähler, C., & Greve, W. (2017). Selbstregulation und flexible Zielanpassung im Vorschulalter [Self-regulation and flexible goal adjustment in preschool age]. Kindheit und Entwicklung [Childhood and Development], 26(1), 1927. https://doi.org/10.1026/0942-5403/a000212Google Scholar
Marek, K., Kappes, C., Hosser, D., & Greve, W. (2022). Accommodative self-regulation: The sample case of imprisonment in young adulthood. Journal of Personality. https://doi.org/10.1111/jopy.12775Google Scholar
Meyer, T., & Greve, W. (2012). Die Entwicklungsbedingungen der Adaptivität. Theoretische Überlegungen und empirische Befunde zu einem Entwicklungsmodell akkommodativer Regulationskompetenz [Developmental conditions of adaptivity: Theoretical considerations and empirical findings on a developmental model of accommodative regulation competences]. Zeitschrift für Gesundheitspsychologie [European Journal of Health Psychology], 20(1), 2738. https://doi.org/10.1026/0943-8149/a000059Google Scholar
Morling, B., & Evered, S. (2006). Secondary control reviewed and defined. Psychological Bulletin, 132(2), 269296. https://doi.org/10.1037/0033-2909.132.2.269Google Scholar
Morling, B., & Evered, S. (2007). The construct formerly known as secondary control. Psychological Bulletin, 133(6), 917919. https://doi.org/10.1037/0033-2909.133.6.917Google Scholar
Rothermund, K., Grigutsch, L. A., Jusepeitis, A., Koranyi, N., Meissner, F., Müller, F., Urban, M., & Wentura, D. (2020). Research with implicit measures: Suggestions for a new agenda of sub-personal psychology. Social Cognition, 38(Suppl.), S243S263. https://doi.org/10.1521/soco.2020.38.supp.s243Google Scholar
Rühs, F., Greve, W., & Kappes, C. (2017). Coping with criminal victimization and fear of crime: The protective role of accommodative self-regulation. Legal and Criminological Psychology, 22(2), 359377. https://doi.org/10.1111/lcrp.12106Google Scholar
Rühs, F., Greve, W., & Kappes, C. (2022). Inducing and blocking the goal to belong in an experimental setting: Goal disengagement research using Cyberball. Motivation and Emotion, 46, 806824. https://doi.org/10.1007/s11031-022-09975-wGoogle Scholar
Seery, M., Holman, E. A., & Silver, R. C. (2010). Whatever does not kill us: Cumulative lifetime adversity, vulnerability and resilience. Journal of Personality and Social Psychology, 99(6), 10251041. https://doi.org/10.1037/a0021344Google Scholar
Skinner, E. A. (2007). Secondary control critiqued: Is it secondary? Is it control? Commentary on Morling and Evered, 2006. Psychological Bulletin, 133(6), 911916. https://doi.org/10.1037/0033-2909.133.6.911Google Scholar
Skinner, E. A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: A review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129(2), 216269. https://doi.org/10.1037/0033-2909.129.2.216Google Scholar
Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology, 58, 119144. https://doi.org/10.1146/annurev.psych.58.110405.085705Google Scholar
Skinner, E. A., & Zimmer-Gembeck, M. J. (Eds.). (2009). New directions for child and adolescent development: Coping and the development of regulation, 2009(124).Google Scholar
Skinner, E. A., & Zimmer-Gembeck, M. J. (2016). The development of coping: Stress, neurophysiology, social relationships, and resilience during childhood and adolescence. Springer. https://doi.org/10.1007/978-3-319-41740-0Google Scholar
Staudinger, U. M. (2000). Viele Gründe sprechen dagegen, und trotzdem geht es vielen Menschen gut: Das Paradox des subjektiven Wohlbefindens [Many reasons speak against it, but many individuals are well aware of: The paradox of subjective well-being]. Psychologische Rundschau [Psychological Review], 51(4), 185197. https://doi.org/10.1026//0033-3042.51.4.185Google Scholar
Staudinger, U. M., & Lindenberger, U. (Eds.). (2003). Understanding human development: Dialogues with lifespan psychology. Kluwer.Google Scholar
Thomsen, T. (2016). Flexible goal adjustment from late childhood to late adolescence: Developmental differences and relations to cognitive coping and emotion regulation. International Journal of Developmental Science, 10(1–2), 5772. https://doi.org/10.3233/DEV-150167Google Scholar
Thomsen, T., & Greve, W. (2013). Accommodative coping in early adolescence: An investigation of possible developmental components. Journal of Adolescence, 36(5), 971981. https://doi.org/10.1016/j.adolescence.2013.08.003Google Scholar
Thomsen, T., Fritz, V., Mößle, R., & Greve, W. (2015). The impact of accommodative coping on well-being and self-esteem in childhood and adolescence: Longitudinal findings. International Journal of Behavioral Development, 39(5), 467476. https://doi.org/10.1177/0165025414551762Google Scholar
Thomsen, T., Kappes, C., Schwerdt, L., Sander, J., & Poller, C. (2017). Modelling goal adjustment in social relationships: Two experimental studies with children and adults. British Journal of Developmental Psychology, 35(2), 267287. https://doi.org/10.1111/bjdp.12162Google Scholar
Wong, P. T. P., Reker, G. T., & Peacock, E. J. (2006). A resource-congruence model of coping and the development of the Coping Schemas Inventory. In Wong, P. T. P, & Wong, L. C. J (Eds.), Handbook of multicultural perspectives on stress and coping (pp. 223283). Springer. https://doi.org/10.1007/0-387-26238-5_11Google Scholar
Wrosch, C., Scheier, M. F., Carver, C. S., & Schulz, R. (2003). The importance of goal disengagement in adaptive self-regulation: When giving up is beneficial. Self and Identity, 2(1), 120. https://doi.org/10.1080/15298860309021Google Scholar
Wrosch, C., Scheier, M. F., Miller, G. E., Schulz, R., & Carver, C. S. (2003). Adaptive self-regulation of unattainable goals: Goal disengagement, goal reengagement, and subjective well-being. Personality and Social Psychology Bulletin, 29(12), 14941508. https://doi.org/10.1177/0146167203256921Google Scholar
Zimmer-Gembeck, M. J., & Skinner, E. A. (2011). Review: The development of coping across childhood and adolescence: An integrative review and critique of research. International Journal of Behavioral Development, 35(1), 117. https://doi.org/10.1177/0165025410384923Google Scholar
Zimmer-Gembeck, M. J., & Skinner, E. A. (2016). The development of coping: Implications for psychopathology and resilience. In Cicchetti, D. (Ed.), Developmental psychopathology: Risk, resilience, and intervention (pp. 485545). Wiley. https://doi.org/10.1002/9781119125556.devpsy410Google Scholar

References

Adler, J. M., & Clark, L. A. (2019). Incorporating narrative identity into structural approaches to personality and psychopathology. Journal of Research in Personality, 82, Article 103857.https://doi.org/10.1016/j.jrp.2019.103857Google Scholar
Adler, J. M., Dunlop, W. L., Fivush, R., Lilgendahl, J. P., Lodi-Smith, J., McAdams, D. P., McLean, K. C., Pasupathi, M., & Syed, M. (2017). Research methods for studying narrative identity: A primer. Social Psychological and Personality Science, 8(5), 519527. https://doi.org/10.1177/1948550617698202Google Scholar
Adler, J. M., Lodi-Smith, J., Philippe, F. L., & Houle, I. (2016). The incremental validity of narrative identity in predicting well-being: A review of the field and recommendations for the future. Personality and Social Psychology Review, 20(2), 142175. https://doi.org/10.1177/1088868315585068Google Scholar
Allport, G. W. (1937). Personality: A psychological interpretation. Holt.Google Scholar
Bolger, N., & Zuckerman, A. (1995). A framework for studying personality in the stress process. Journal of Personality and Social Psychology, 69(5), 890902. http://dx.doi.org/10.1037/0022-3514.69.5.890Google Scholar
Carver, C. S., & Connor-Smith, J. (2010). Personality and coping. Annual Review of Psychology, 61, 679704. https://doi.org/10.1146/annurev.psych.093008.100352Google Scholar
Caspi, A., Roberts, B. W., & Shiner, R. L. (2005). Personality development: Stability and change. Annual Review of Psychology, 56, 453484. https://doi.org/10.1146/annurev.psych.55.090902.141913Google Scholar
Caspi, A., & Shiner, R. L. (2006). Personality development. In Damon, W. & Lerner, R. (Series Eds.) & Eisenberg, N. (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 300365). Wiley.Google Scholar
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87127. https://doi.org/10.1037/0033-2909.127.1.87Google Scholar
Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143(9), 939991. https://doi.org/10.1037/bul0000110Google Scholar
Compas, B. E., Jaser, S. S., Dunbar, J. P., Watson, K. H., Bettis, A. H., Gruhn, M. A., & Williams, E. K. (2014). Coping and emotion regulation from childhood to early adulthood: Points of convergence and divergence. Australian Journal of Psychology, 66(2), 7181. https://doi.org/10.1111/ajpy.12043Google Scholar
Connor-Smith, J. K., & Flachsbart, C. (2007). Relations between personality and coping: A meta-analysis. Journal of Personality and Social Psychology, 93(6), 10801107. https://doi.org/10.1037/0022-3514.93.6.1080Google Scholar
Del Giudice, M. D. (2014). Middle childhood: An evolutionary-developmental synthesis. Child Development Perspectives, 8(4), 193200. https://doi.org/10.1111/cdep.12084Google Scholar
Denissen, J. J. A., van Aken, M. A. G., Penke, L., & Wood, D. (2013). Self-regulation underlies temperament and personality: An integrative developmental framework. Child Development Perspectives, 7(4), 255260. https://doi.org/10.1111/cdep.12050Google Scholar
De Pauw, S. S. W. (2017). Childhood personality and temperament. In Widiger, T. A. (Ed.), The Oxford handbook of the five-factor model (pp. 243280). Oxford University Press.Google Scholar
Derryberry, D., Reed, M. A., & Pilkenton-Taylor, C. (2003). Temperament and coping: Advantages of an individual differences perspective. Development and Psychopathology, 15(4), 10491066. https://doi.org/10.1017/S0954579403000439Google Scholar
Dunlop, W. L., Guo, J., & McAdams, D. P. (2016). The autobiographical author through time: Examining the degree of stability and change in redemptive and contaminated personal narratives. Social Psychological and Personality Science, 7(5), 428436. https://doi.org/10.1177/1948550616644654Google Scholar
Erikson, E. H. (1968). Identity: Youth and crisis. Norton & Co.Google Scholar
Evans, P., Martin, A. J., & Ivcevic, Z. (2018). Personality, coping, and school well-being: An investigation of high school students. Social Psychology of Education, 21(5), 10611080. https://doi.org/10.1007/s11218-018-9456-8Google Scholar
Frydenberg, E. (2014). Coping research: Historical background, links with emotion, and new research directions on adaptive processes. Australian Journal of Psychology, 66(2), 8292. https://doi.org/10.1111/ajpy.12051Google Scholar
Funder, D. C. (2019). The personality puzzle (8th ed.). Norton Press.Google Scholar
Galla, B. M., & Wood, J. J. (2015). Trait self-control predicts adolescents’ exposure and reactivity to daily stressful events. Journal of Personality, 83(1), 6983. https://doi.org/10.1111/jopy.12083Google Scholar
Gallagher, D. J. (1990). Extraversion, neuroticism and appraisal of stressful academic events. Personality and Individual Differences, 11(10), 10531057. https://doi.org/10.1016/0191-8869(90)90133-CGoogle Scholar
Hammen, C. (1991). Generation of stress in the course of unipolar depression. Journal of Abnormal Psychology, 100(4), 555561. https://doi.org/10.1037/0021-843X.100.4.555Google Scholar
Hammen, C. (2018). Risk factors for depression: An autobiographical review. Annual Review of Clinical Psychology, 14(1), 128. https://doi.org/10.1146/annurev-clinpsy-050817-084811Google Scholar
Jamieson, J. P. (2017). Challenge and threat appraisals. In Elliot, A. J., Dweck, C. S., & Yeager, D. S. (Eds.), Handbook of competence and motivation: Theory and application (pp. 175191). Guilford Press.Google Scholar
Jeronimus, B. F., Riese, H., Sanderman, R., & Ormel, J. (2014). Mutual reinforcement between neuroticism and life experiences: A five-wave, 16-year study to test reciprocal causation. Journal of Personality and Social Psychology, 107(4), 751764. https://doi.org/10.1037/a0037009Google Scholar
Kalka, D., & Karcz, B. (2020). Personality, coping with stress and quality of life in individuals at risk of type 2 diabetes in late adolescence-mediation model testing. European Journal of Developmental Psychology, 17(2), 165178. https://doi.org/10.1080/17405629.2018.1552585Google Scholar
Kiekens, G., Bruffaerts, R., Nock, M. K., Van de Ven, M., Witteman, C., Mortier, P., … & Claes, L. (2015). Non-suicidal self-injury among Dutch and Belgian adolescents: Personality, stress and coping. European Psychiatry, 30(6), 743749. https://doi.org/10.1016/j.eurpsy.2015.06.007Google Scholar
Kilby, C. J., Sherman, K. A., & Wuthrich, V. (2018). Towards understanding interindividual differences in stressor appraisals: A systematic review. Personality and Individual Differences, 135, 92100. https://doi.org/10.1016/j.paid.2018.07.001Google Scholar
Klimstra, T. A., & Denissen, J. J. A. (2017). A theoretical framework for the associations between identity and psychopathology. Developmental Psychology, 53(11), 20522065. https://doi.org/10.1037/dev0000356Google Scholar
Laceulle, O. M., Jeronimus, B. F., van Aken, M. A. G., & Ormel, J. (2015). Why not everyone gets their fair share of stress: Adolescents’ perceived relationship affection mediates associations between temperament and subsequent stressful social events. European Journal of Personality, 29(2), 125137. https://doi.org/10.1002/per.1989Google Scholar
Laceulle, O. M., van Aken, M. A. G., Ormel, J., & Nederhof, E. (2015). Stress-sensitivity and reciprocal associations between stressful events and adolescent temperament. Personality and Individual Differences, 81, 7683. https://doi.org/10.1016/j.paid.2014.12.009Google Scholar
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.Google Scholar
Lengua, L. J., & Sandler, I. N. (1996). Self-regulation as a moderator of the relation between coping and symptomatology in children of divorce. Journal of Abnormal Child Psychology, 24(6), 681701. https://doi.org/10.1007/BF01664734Google Scholar
Lengua, L. J., Sandler, I. N., West, S. G., Wolchik, S. A., & Curran, P. J. (1999). Emotionality and self-regulation, threat appraisal, and coping in children of divorce. Development and Psychopathology, 11(1), 1537. https://doi.org/10.1017/s0954579499001935Google Scholar
Lilgendahl, J. P., McLean, K. C., & Mansfield, C. D. (2013). When is meaning making unhealthy for the self? The roles of neuroticism, implicit theories, and memory telling in trauma and transgression memories. Memory, 21(1), 7996. https://doi.org/10.1080/09658211.2012.706615Google Scholar
Liu, R. T. (2013). Stress generation: Future directions and clinical implications. Clinical Psychology Review, 33(3), 406416. https://doi.org/10.1016/j.cpr.2013.01.005Google Scholar
Lyons, M. D., Huebner, E. S., & Hills, K. J. (2016). Relations among personality characteristics, environmental events, coping behavior and adolescents’ life satisfaction. Journal of Happiness Studies, 17(3), 10331050. https://doi.org/10.1007/s10902-015-9630-zGoogle Scholar
Mak, A. S., Blewitt, K., & Heaven, P. C. (2004). Gender and personality influences in adolescent threat and challenge appraisals and depressive symptoms. Personality and Individual Differences, 36(6), 14831496. https://doi.org/10.1016/S0191-8869(03)00243-5Google Scholar
McAdams, D. P. (2013). The psychological self as actor, agent, and author. Perspectives on Psychological Science, 8(3), 272295. https://doi.org/10.1177/1745691612464657Google Scholar
McAdams, D. P., & McLean, K. C. (2013). Narrative identity. Current Directions in Psychological Science, 22(3), 233238. https://doi.org/10.1177/0963721413475622Google Scholar
McAdams, D. P., & Olson, B. D. (2010). Personality development: Continuity and change over the life course. Annual Review of Psychology, 61(1), 517542. https://doi.org/10.1146/annurev.psych.093008.100507Google Scholar
McAdams, D. P., & Pals, J. L. (2006). A new Big Five: Fundamental principles for an integrative science of personality. American Psychologist, 61(3), 204217. https://doi.org/10.1037/0003-066X.61.3.204Google Scholar
McAdams, D. P., Shiner, R. L., & Tackett, J. L. (Eds.). (, 2019). Handbook of personality development. Guilford Press.Google Scholar
McCrae, R. R., & Costa, P. T. (1987). Validation of the five‐factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 8190. https://doi.org/10.1037/0022-3514.52.1.81Google Scholar
McLean, K. C., & Lilgendahl, J. P. (2019). Narrative identity in adolescence and adulthood. In McAdams, D., Shiner, R. L., & Tackett, J. L. (Eds.), Handbook of personality development (pp. 418432). Guilford Press.Google Scholar
Mitchell, C., Reese, E., Salmon, K., & Jose, P. (2020). Narrative coherence, psychopathology, and wellbeing: Concurrent and longitudinal findings in a mid-adolescent sample. Journal of Adolescence, 79(1), 1625. https://doi.org/10.1016/j.adolescence.2019.12.003Google Scholar
Modecki, K. L., Zimmer-Gembeck, M. J., & Guerra, N. (2017). Emotion regulation, coping, and decision making: Three linked skills for preventing externalizing problems in adolescence. Child Development, 88(2), 417426. https://doi.org/10.1111/cdev.12734Google Scholar
Noble-Carr, D., & Woodman, E. (2018). Considering identity and meaning constructions for vulnerable young people. Journal of Adolescent Research, 33(6), 672698. https://doi.org/10.1177/0743558416684952Google Scholar
Oldehinkel, A. J., Hartman, C. A., Nederhof, E., Riese, H., & Ormel, J. (2011). Effortful control as predictor of adolescents’ psychological and physiological responses to a social stress test: The Tracking Adolescents’ Individual Lives Survey. Development and Psychopathology, 23(2), 679688. https://doi.org/10.1017/S0954579411000095Google Scholar
Ong, X. L., Hong, R. Y., Tsai, F.-F., & Tan, S. H. (2019). Becoming more or less mature? The decline of self-control in middle childhood. Journal of Personality, 87(4), 799812. https://doi.org/10.1111/jopy.12434Google Scholar
Pals, J. L. (2006). Narrative identity processing of difficult life experiences: Pathways of personality development and positive self-transformation in adulthood. Journal of Personality, 74(4), 10791110. https://doi.org/10.1111/j.1467-6494.2006.00403.xGoogle Scholar
Parker, J. D., & Wood, L. M. (2008). Personality and the coping process. In Boyle, G. J., Matthews, G., & Saklofske, D. H. (Eds.), The Sage handbook of personality theory and assessment (pp. 506519). Sage.Google Scholar
Pavani, J.-B., Le Vigouroux, S., Kop, J.-L., Congard, A., & Dauvier, B. (2016). Affect and affect regulation strategies reciprocally influence each other in daily life: The case of positive reappraisal, problem-focused coping, appreciation and rumination. Journal of Happiness Studies, 17(5), 20772095. https://doi.org/10.1007/s10902-015-9686-9Google Scholar
Penley, J. A., & Tomaka, J. (2002). Associations among the Big Five, emotional responses, and coping with acute stress. Personality and Individual Differences, 32(7), 12151228. https://doi.org/10.1016/S0191-8869(01)00087-3Google Scholar
Polderman, T. J. C., Benyamin, B., de Leeuw, C. A., Sullivan, P. F., van Bochoven, A., Visscher, P. M., & Posthuma, D. (2015). Meta-analysis of the heritability of human traits based on fifty years of twin studies. Nature Genetics, 47(7), 702709. https://doi.org/10.1038/ng.3285Google Scholar
Reese, E., Myftari, E., McAnally, H. M., Chen, Y., Neha, T., Wang, Q., Jack, F., Robertson, S.-J. (2017). Telling the tale and living well: Adolescent narrative identity, personality traits, and well-being across cultures. Child Development, 88(2), 612628. https://doi.org/10.1111/cdev.12618Google Scholar
Rothbart, M. K. (2011). Becoming who we are: Temperament and personality in development. Guilford Press.Google Scholar
Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children’s Behavior Questionnaire. Child Development, 72(5), 13941408. https://doi.org/10.1111/1467-8624.00355Google Scholar
Sameroff, A. J., & Haith, M. M. (Eds.). (1996). The five to seven year shift: The age of reason and responsibility. University of Chicago Press.Google Scholar
Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype → environment effects. Child Development, 54(2), 424435. https://doi.org/10.2307/1129703Google Scholar
Schneider, T. R., Rench, T. A., Lyons, J. B., & Riffle, R. R. (2012). The influence of neuroticism, extraversion and openness on stress responses. Stress and Health, 28(2), 102110. https://doi.org/10.1002/smi.1409Google Scholar
Shewchuk, R. M., Elliott, T. R., MacNair‐Semands, R. R., & Harkins, S. (1999). Trait influences on stress appraisal and coping: An evaluation of alternative frameworks. Journal of Applied Social Psychology, 29(4), 685704. https://doi.org/10.1111/j.1559-1816.1999.tb02019.xGoogle Scholar
Shiner, R. L. (2019). Negative emotionality and neuroticism from childhood through adulthood: A lifespan perspective. In McAdams, D., Shiner, R. L., & Tackett, J. L. (Eds.), Handbook of personality development (pp. 137152). Guilford Press.Google Scholar
Shiner, R. L. (2021). Personality development in middle childhood. In John, O. P. & Robins, R. W. (Eds.), Handbook of personality (4th ed., pp. 284302). Guilford Press.Google Scholar
Shiner, R. L., Allen, T. A., & Masten, A. S. (2017). Adversity in adolescence predicts personality trait change from childhood to adulthood. Journal of Research in Personality, 67, 171182. https://doi.org/10.1016/j.jrp.2016.10.002Google Scholar
Shiner, R. L., Buss, K. A., McClowry, S. G., Putnam, S. P., Saudino, K. J., & Zentner, M. (2012). What is temperament now? Assessing progress in temperament research on the twenty-fifth anniversary of Goldsmith et al. (1987). Child Development Perspectives, 6(4), 436444. https://doi.org/10.1111/j.1750-8606.2012.00254.xGoogle Scholar
Shiner, R. L., & Caspi, A. (2012). Temperament and the development of personality traits, adaptations, and narratives. In Zentner, M. & Shiner, R. L. (Eds.), Handbook of temperament (pp. 497516). Guilford Press.Google Scholar
Shiner, R. L., & DeYoung, C. G. (2013). The structure of temperament and personality traits: A developmental perspective. In Zelazo, P. D. (Ed.), The Oxford handbook of developmental psychology: Vol. 2. Self and other (pp. 113141). Oxford University Press.Google Scholar
Shiner, R. L., Klimstra, T. A., Denissen, J. J. A., & See, A. Y. (2021). The development of narrative identity and the emergence of personality disorders in adolescence. Current Opinion in Psychology, 37, 4953. https://doi.org/10.1016/j.copsyc.2020.07.024Google Scholar
Shiner, R. L., Soto, C. J., & De Fruyt, F. (2021). Personality assessment in children and adolescents. Annual Review of Developmental Psychology, 3, 113137. https://doi.org/10.1146/annurev-devpsych-050620-114343Google Scholar
Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology, 58(1), 119144. https://doi.org/10.1146/annurev.psych.58.110405.085705Google Scholar
Skinner, E. A., & Zimmer-Gembeck, M. J. (2016). The development of coping: Stress, neurophysiology, social relationships, and resilience during childhood and adolescence. Springer.Google Scholar
Snyder, H. R., & Hankin, B. L. (2016). Spiraling out of control: Stress generation and subsequent rumination mediate the link between poorer cognitive control and internalizing psychopathology. Clinical Psychological Science, 4(6), 10471064. https://doi.org/10.1177/2167702616633157Google Scholar
Soto, C. J., & Tackett, J. L. (2015). Personality traits in childhood and adolescence: Structure, development, and outcomes. Current Directions in Psychological Science, 24(5), 358362. https://doi.org/10.1177/0963721415589345Google Scholar
Straud, C., McNaughton-Cassill, M., & Fuhrman, R. (2015). The role of the five factor model of personality with proactive coping and preventative coping among college students. Personality and Individual Differences, 83, 6064. https://doi.org/10.1016/j.paid.2015.03.055Google Scholar
Stroud, C. B., Sosoo, E. E., & Wilson, S. (2015). Normal personality traits, rumination and stress generation among early adolescent girls. Journal of Research in Personality, 57, 131142. https://doi.org/10.1016/j.jrp.2015.05.002Google Scholar
Tappenden, P. C., Shiner, R. L., & Mo, F. (2022). The relationship between veterans’ narrative processing of their service experiences and post-traumatic stress disorder symptoms, daily functioning, and well-being. Journal of Traumatic Stress, 35(1), 288301. https://doi.org/10.1002/jts.22738Google Scholar
Taylor, Z. E., Widaman, K. F., & Robins, R. W. (2018). Longitudinal relations of economic hardship and effortful control to active coping in Latino youth. Journal of Research on Adolescence, 28(2), 396411. https://doi.org/10.1111/jora.12338Google Scholar
Uliaszek, A. A., Zinbarg, R. E., Mineka, S., Craske, M. G., Griffith, J. W., Sutton, J. M., Epstein, A., & Hammen, C. (2012). A longitudinal examination of stress generation in depressive and anxiety disorders. Journal of Abnormal Psychology, 121(1), 415. https://doi.org/10.1037/a0025835Google Scholar
Valiente, C., Lemery‐Chalfant, K., & Swanson, J. (2009). Children’s responses to daily social stressors: Relations with parenting, children’s effortful control, and adjustment. Journal of Child Psychology and Psychiatry, 50(6), 707717. https://doi.org/10.1111/j.1469-7610.2008.02019.xGoogle Scholar
Van de Ven, M. O., & Engels, R. C. (2011). Quality of life of adolescents with asthma: The role of personality, coping strategies, and symptom reporting. Journal of Psychosomatic Research, 71(3), 166173. https://doi.org/10.1016/j.jpsychores.2011.03.002Google Scholar
Verstraeten, K., Vasey, M. W., Raes, F., & Bijttebier, P. (2009). Temperament and risk for depressive symptoms in adolescence: Mediation by rumination and moderation by effortful control. Journal of Abnormal Child Psychology, 37(3), 349361. https://doi.org/10.1007/s10802-008-9293-xGoogle Scholar
Wang, X., Blain, S. D., Wei, D., Yang, W., Yang, J., Zhuang, K., He, L., DeYoung, C. G., & Qiu, J. (2020). The role of frontal-subcortical connectivity in the relation between coping styles and reactivity and downregulation of negative emotion. Brain and Cognition, 146, Article 105631. https://doi.org/10.1016/j.bandc.2020.105631Google Scholar
Waters, T. E. A., & Fivush, R. (2015). Relations between narrative coherence, identity, and psychological well-being in emerging adulthood. Journal of Personality, 83(4), 441451. https://doi.org/10.1111/jopy.12120Google Scholar
White, S. H. (1965). Evidence for a hierarchical arrangement of learning processes. In Lipsitt, L. P. & Spiker, C. C. (Eds.), Advances in child development and behavior (Vol. 2, pp. 187220). Academic Press. https://doi.org/10.1016/S0065-407(08)60483-8Google Scholar
Zalewski, M., Lengua, L. J., Wilson, A. C., Trancik, A., & Bazinet, A. (2011). Emotion regulation profiles, temperament, and adjustment problems in preadolescents. Child Development, 82(3), 951966. https://doi.org/10.1111/j.1467-8624.2011.01575.xGoogle Scholar
Zimmer-Gembeck, M. J. (2015). Emotional sensitivity before and after coping with rejection: A longitudinal study. Journal of Applied Developmental Psychology, 41, 2837. https://doi.org/10.1016/j.appdev.2015.05.001Google Scholar
Zimmer-Gembeck, M. J., & Skinner, E. A. (2011). Review: The development of coping across childhood and adolescence: An integrative review and critique of research. International Journal of Behavioral Development, 35(1), 117. https://doi.org/10.1177/0165025410384923Google Scholar
Zimmer-Gembeck, M. J., & Skinner, E. A. (2015). Adolescent vulnerability and the distress of rejection: Associations of adjustment problems and gender with control, emotions, and coping. Journal of Adolescence, 45(1), 149159. https://doi.org/10.1016/j.adolescence.2015.09.004Google Scholar
Zureck, E., Altstötter-Gleich, C., Gerstenberg, F. X., & Schmitt, M. (2015). Perfectionism in the transactional stress model. Personality and Individual Differences, 83, 1823. https://doi.org/10.1016/j.paid.2015.03.029Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×