A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children with and without Early Language Difficulties: Evidence from the Millennium Cohort Study
Purpose: Adolescents with a history of language difficulties are at risk for increased social and emotional difficulties; however, the pathways involved are unclear. We examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of developmental language...
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| Veröffentlicht in: | Journal of speech, language, and hearing research language, and hearing research, 2020-04, Vol.63 (4), p.1227-1239 |
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| creator | Forrest, Claire L Gibson, Jenny L Halligan, Sarah L St Clair, Michelle C |
| description | Purpose: Adolescents with a history of language difficulties are at risk for increased social and emotional difficulties; however, the pathways involved are unclear. We examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of developmental language disorder (rDLD) and the general population. Method: Data from the Millennium Cohort Study were analyzed at ages 3, 5, 7, 11, and 14 years. The rDLD group (children with parent-reported difficulties and/or a score of -1.5 SDs on the Naming Vocabulary subtest at age 5 years) was compared to a general population group on parent reports of emotion regulation, peer problems, and emotional problems. Results: In line with the established literature, increased socioemotional problems in individuals with language difficulties were reported. Poor emotion regulation consistently predicted subsequent peer and emotional problems throughout development in both groups. Stronger cross-lag effects were found in the rDLD group for poor emotion regulation at age 3 years predicting age 5 years emotional problems and age 5 years emotional problems predicting age 7 years emotion regulation difficulties. Stronger reciprocal cross-lag effects were also observed in the rDLD group between peer and emotional problems at ages 3 and 5 years. No significant group differences were found in adolescence. Conclusions: Poor emotion regulation makes a small but significant contribution to later peer and emotional difficulties, and this relationship is stronger in children at rDLD. Early reciprocal peer and emotional difficulties are also stronger in the rDLD group, but these effects dissipate in midchildhood. Nevertheless, the consistent relationship between early emotion regulation difficulties and socioemotional problems throughout development warrants further investigation in individuals with lower language skills. |
| doi_str_mv | 10.1044/2020_JSLHR-19-00188 |
| format | Article |
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We examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of developmental language disorder (rDLD) and the general population. Method: Data from the Millennium Cohort Study were analyzed at ages 3, 5, 7, 11, and 14 years. The rDLD group (children with parent-reported difficulties and/or a score of -1.5 SDs on the Naming Vocabulary subtest at age 5 years) was compared to a general population group on parent reports of emotion regulation, peer problems, and emotional problems. Results: In line with the established literature, increased socioemotional problems in individuals with language difficulties were reported. Poor emotion regulation consistently predicted subsequent peer and emotional problems throughout development in both groups. Stronger cross-lag effects were found in the rDLD group for poor emotion regulation at age 3 years predicting age 5 years emotional problems and age 5 years emotional problems predicting age 7 years emotion regulation difficulties. Stronger reciprocal cross-lag effects were also observed in the rDLD group between peer and emotional problems at ages 3 and 5 years. No significant group differences were found in adolescence. Conclusions: Poor emotion regulation makes a small but significant contribution to later peer and emotional difficulties, and this relationship is stronger in children at rDLD. Early reciprocal peer and emotional difficulties are also stronger in the rDLD group, but these effects dissipate in midchildhood. Nevertheless, the consistent relationship between early emotion regulation difficulties and socioemotional problems throughout development warrants further investigation in individuals with lower language skills.</description><identifier>ISSN: 1092-4388</identifier><identifier>EISSN: 1558-9102</identifier><identifier>DOI: 10.1044/2020_JSLHR-19-00188</identifier><identifier>PMID: 32315250</identifier><language>eng</language><publisher>United States: American Speech-Language-Hearing Association</publisher><subject>Adolescents ; Age ; Analysis ; At risk populations ; At Risk Students ; At risk youth ; Caregivers ; Child development ; Child health ; Childhood mental disorders ; Cohort analysis ; Comparative Analysis ; Correlation ; Developmental disabilities ; Elementary School Students ; Emotional Disturbances ; Emotions ; Inner Speech (Subvocal) ; Interpersonal Competence ; Language acquisition ; Language Aptitude ; Language disorders ; Language Impairments ; Language Skills ; Longitudinal Studies ; Naming ; Parent Attitudes ; Parent-child relations ; Peer Relationship ; Peers ; Population ; Prediction ; Preschool Children ; Secondary School Students ; Self Control ; Teenagers ; Verbal communication ; Victimization</subject><ispartof>Journal of speech, language, and hearing research, 2020-04, Vol.63 (4), p.1227-1239</ispartof><rights>COPYRIGHT 2020 American Speech-Language-Hearing Association</rights><rights>Copyright American Speech-Language-Hearing Association Apr 2020</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c569t-9ace1f9c5231ebae88f28648ed4771badb6e531044ecf14d13ae8fc63ccd093</citedby><cites>FETCH-LOGICAL-c569t-9ace1f9c5231ebae88f28648ed4771badb6e531044ecf14d13ae8fc63ccd093</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1253970$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32315250$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Forrest, Claire L</creatorcontrib><creatorcontrib>Gibson, Jenny L</creatorcontrib><creatorcontrib>Halligan, Sarah L</creatorcontrib><creatorcontrib>St Clair, Michelle C</creatorcontrib><title>A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children with and without Early Language Difficulties: Evidence from the Millennium Cohort Study</title><title>Journal of speech, language, and hearing research</title><addtitle>J Speech Lang Hear Res</addtitle><description>Purpose: Adolescents with a history of language difficulties are at risk for increased social and emotional difficulties; however, the pathways involved are unclear. We examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of developmental language disorder (rDLD) and the general population. Method: Data from the Millennium Cohort Study were analyzed at ages 3, 5, 7, 11, and 14 years. The rDLD group (children with parent-reported difficulties and/or a score of -1.5 SDs on the Naming Vocabulary subtest at age 5 years) was compared to a general population group on parent reports of emotion regulation, peer problems, and emotional problems. Results: In line with the established literature, increased socioemotional problems in individuals with language difficulties were reported. Poor emotion regulation consistently predicted subsequent peer and emotional problems throughout development in both groups. Stronger cross-lag effects were found in the rDLD group for poor emotion regulation at age 3 years predicting age 5 years emotional problems and age 5 years emotional problems predicting age 7 years emotion regulation difficulties. Stronger reciprocal cross-lag effects were also observed in the rDLD group between peer and emotional problems at ages 3 and 5 years. No significant group differences were found in adolescence. Conclusions: Poor emotion regulation makes a small but significant contribution to later peer and emotional difficulties, and this relationship is stronger in children at rDLD. Early reciprocal peer and emotional difficulties are also stronger in the rDLD group, but these effects dissipate in midchildhood. Nevertheless, the consistent relationship between early emotion regulation difficulties and socioemotional problems throughout development warrants further investigation in individuals with lower language skills.</description><subject>Adolescents</subject><subject>Age</subject><subject>Analysis</subject><subject>At risk populations</subject><subject>At Risk Students</subject><subject>At risk youth</subject><subject>Caregivers</subject><subject>Child development</subject><subject>Child health</subject><subject>Childhood mental disorders</subject><subject>Cohort analysis</subject><subject>Comparative Analysis</subject><subject>Correlation</subject><subject>Developmental disabilities</subject><subject>Elementary School Students</subject><subject>Emotional Disturbances</subject><subject>Emotions</subject><subject>Inner Speech (Subvocal)</subject><subject>Interpersonal Competence</subject><subject>Language acquisition</subject><subject>Language Aptitude</subject><subject>Language disorders</subject><subject>Language Impairments</subject><subject>Language Skills</subject><subject>Longitudinal Studies</subject><subject>Naming</subject><subject>Parent Attitudes</subject><subject>Parent-child relations</subject><subject>Peer Relationship</subject><subject>Peers</subject><subject>Population</subject><subject>Prediction</subject><subject>Preschool Children</subject><subject>Secondary School Students</subject><subject>Self Control</subject><subject>Teenagers</subject><subject>Verbal 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Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children with and without Early Language Difficulties: Evidence from the Millennium Cohort Study</title><author>Forrest, Claire L ; Gibson, Jenny L ; Halligan, Sarah L ; St Clair, Michelle C</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c569t-9ace1f9c5231ebae88f28648ed4771badb6e531044ecf14d13ae8fc63ccd093</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Adolescents</topic><topic>Age</topic><topic>Analysis</topic><topic>At risk populations</topic><topic>At Risk Students</topic><topic>At risk youth</topic><topic>Caregivers</topic><topic>Child development</topic><topic>Child health</topic><topic>Childhood mental disorders</topic><topic>Cohort analysis</topic><topic>Comparative Analysis</topic><topic>Correlation</topic><topic>Developmental disabilities</topic><topic>Elementary School Students</topic><topic>Emotional Disturbances</topic><topic>Emotions</topic><topic>Inner Speech (Subvocal)</topic><topic>Interpersonal Competence</topic><topic>Language acquisition</topic><topic>Language Aptitude</topic><topic>Language disorders</topic><topic>Language Impairments</topic><topic>Language Skills</topic><topic>Longitudinal Studies</topic><topic>Naming</topic><topic>Parent Attitudes</topic><topic>Parent-child relations</topic><topic>Peer Relationship</topic><topic>Peers</topic><topic>Population</topic><topic>Prediction</topic><topic>Preschool Children</topic><topic>Secondary School Students</topic><topic>Self Control</topic><topic>Teenagers</topic><topic>Verbal communication</topic><topic>Victimization</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Forrest, Claire L</creatorcontrib><creatorcontrib>Gibson, Jenny L</creatorcontrib><creatorcontrib>Halligan, Sarah L</creatorcontrib><creatorcontrib>St Clair, Michelle 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research</jtitle><addtitle>J Speech Lang Hear Res</addtitle><date>2020-04-01</date><risdate>2020</risdate><volume>63</volume><issue>4</issue><spage>1227</spage><epage>1239</epage><pages>1227-1239</pages><issn>1092-4388</issn><eissn>1558-9102</eissn><abstract>Purpose: Adolescents with a history of language difficulties are at risk for increased social and emotional difficulties; however, the pathways involved are unclear. We examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of developmental language disorder (rDLD) and the general population. Method: Data from the Millennium Cohort Study were analyzed at ages 3, 5, 7, 11, and 14 years. The rDLD group (children with parent-reported difficulties and/or a score of -1.5 SDs on the Naming Vocabulary subtest at age 5 years) was compared to a general population group on parent reports of emotion regulation, peer problems, and emotional problems. Results: In line with the established literature, increased socioemotional problems in individuals with language difficulties were reported. Poor emotion regulation consistently predicted subsequent peer and emotional problems throughout development in both groups. Stronger cross-lag effects were found in the rDLD group for poor emotion regulation at age 3 years predicting age 5 years emotional problems and age 5 years emotional problems predicting age 7 years emotion regulation difficulties. Stronger reciprocal cross-lag effects were also observed in the rDLD group between peer and emotional problems at ages 3 and 5 years. No significant group differences were found in adolescence. Conclusions: Poor emotion regulation makes a small but significant contribution to later peer and emotional difficulties, and this relationship is stronger in children at rDLD. Early reciprocal peer and emotional difficulties are also stronger in the rDLD group, but these effects dissipate in midchildhood. Nevertheless, the consistent relationship between early emotion regulation difficulties and socioemotional problems throughout development warrants further investigation in individuals with lower language skills.</abstract><cop>United States</cop><pub>American Speech-Language-Hearing Association</pub><pmid>32315250</pmid><doi>10.1044/2020_JSLHR-19-00188</doi><tpages>13</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Journal of speech, language, and hearing research, 2020-04, Vol.63 (4), p.1227-1239 |
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| subjects | Adolescents Age Analysis At risk populations At Risk Students At risk youth Caregivers Child development Child health Childhood mental disorders Cohort analysis Comparative Analysis Correlation Developmental disabilities Elementary School Students Emotional Disturbances Emotions Inner Speech (Subvocal) Interpersonal Competence Language acquisition Language Aptitude Language disorders Language Impairments Language Skills Longitudinal Studies Naming Parent Attitudes Parent-child relations Peer Relationship Peers Population Prediction Preschool Children Secondary School Students Self Control Teenagers Verbal communication Victimization |
| title | A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children with and without Early Language Difficulties: Evidence from the Millennium Cohort Study |
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