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POSITIVE EMOTION DEVELOPMENT ACROSS CHILDHOOD: ASSOCIATIONS WITH PARENTING, SOCIAL COMPETENCE AND PROBLEM BEHAVIOR

Waugh, Whitney E (2017) POSITIVE EMOTION DEVELOPMENT ACROSS CHILDHOOD: ASSOCIATIONS WITH PARENTING, SOCIAL COMPETENCE AND PROBLEM BEHAVIOR. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

Two complementary studies examined the unique contribution of positive emotion to development. The studies considered different ages, measured emotion in different contexts, and utilized different statistical methodologies, thereby answering distinct questions about the development of children’s positivity, the relationship between mothers’ and children’s positivity, and the relationship between positivity and later behavioral outcomes.
Study 1 tested a conceptual model, examining the sequelae of positivity within the mother-child relationship. During toddlerhood, children spend the majority of their time at home, making relationships between mothers’ and children’s positive emotion particularly relevant. Concurrent bidirectional relationships at both 24 and 36 months between children’s and mothers’ positivity were found. Mothers’ and children’s positivity at 24 months predicted their own positivity at 36 months, but cross-lagged pathways were not significant. Mean differences in positivity were not found. Both mothers’ and children’s positivity at 36 months predicted later social competence, but only maternal positivity predicted internalizing and externalizing behaviors. Results of an alternative model, which included mothers’ negative emotion, were consistent, except mothers’ positive emotion no longer predicted internalizing behavior. Thus, positive emotion early in development predicts both later positivity and important developmental outcomes, over and above mothers’ negative emotion.
Study 2 identified two trajectory groups of children’s positive emotionality with peers from 24 months to 5th grade in childcare and school, complementing measures of positive emotion with mothers in Study 1. The first, larger group started low in positivity and increased over childhood. The second, smaller group began high in positivity and decreased. These groups were significantly different in positivity at all time points. For both groups, tests of mean differences at consecutive ages indicated stability during toddlerhood and the school years, but change during preschool. High maternal positive emotion at 24 months predicted membership in the second group (high/decreasing), and membership in this group predicted greater social competence in 6th grade, but not internalizing or externalizing behavior. Thus, children’s positive emotion with their peers exhibits distinct trajectories over childhood, which relate differently to developing social competence. Together the findings from these two studies demonstrate positive emotion’s unique contributions to social development, especially positive development.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Waugh, Whitney Ewew36@pitt.eduWEW36
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairBrownell, Celiabrownell@pitt.edubrownell
Committee MemberCampbell, Susansbcamp@pitt.edusbcamp
Committee MemberVotruba-Drzal, Elizabethevotruba@pitt.eduevotruba
Committee MemberHipwell, Alisonhipwellae@upmc.edu
Committee CoChairSilk, Jenniferjss4@pitt.edujss4
Date: 28 September 2017
Date Type: Publication
Defense Date: 30 June 2016
Approval Date: 28 September 2017
Submission Date: 18 July 2017
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 162
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Social Competence Internalizing Behavior Externalizing Behavior Trajectories Positive Emotion Children Parenting
Date Deposited: 29 Sep 2017 01:09
Last Modified: 29 Sep 2017 01:09
URI: http://d-scholarship.pitt.edu/id/eprint/32774

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