caa a22 4500 463245997 CHVBK 20180405153326.0 cr unu---uuuuu 170326e20070201xx s 000 0 eng 10.1007/s10578-006-0031-8 doi (NATIONALLICENCE)springer-10.1007/s10578-006-0031-8 Positive Emotion, Negative Emotion, and Emotion Control in the Externalizing Problems of School-aged Children [Elektronische Daten] [Geunyoung Kim, Tedra Walden, Vicki Harris, Jan Karrass, Thomas Catron] The present study examined the role of emotion and emotion control in children's externalizing problems. Third- to sixth-grade children were administered a self-report measure of positive emotion, negative emotion, and emotion control. Peer- and teacher-reported adjustment problems were assessed. Structural equations modeling revealed that negative emotion, especially anger, was important in externalizing problems. Less positive emotion was associated with more externalizing problems. However, when negative emotion was examined in a more differentiated manner (anger, sadness and fear), the effect of positive emotion was diminished. Anger consistently emerged as a significant predictor of behavior problems. No interaction between either positive emotion and emotion control or negative emotion and emotion control was significant. Results showed main effects of each emotion component, with small interaction effects. Methodological and conceptual implications of the findings from the present study are discussed. Springer Science+Business Media, LLC, 2006 Emotion nationallicence Emotion control nationallicence Children with externalizing problems nationallicence Structural equation model nationallicence Kim Geunyoung Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, GPC 512, 37203, Nashville, TN, USA aut Walden Tedra Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, GPC 512, 37203, Nashville, TN, USA aut Harris Vicki Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, GPC 512, 37203, Nashville, TN, USA aut Karrass Jan Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, GPC 512, 37203, Nashville, TN, USA aut Catron Thomas Department of Psychiatry, Vanderbilt University, 230 Appleton Place, GPC 512, 37203, Nashville, TN, USA aut Child Psychiatry and Human Development Springer US; http://www.springer-ny.com 37/3(2007-02-01), 221-239 0009-398X 37:3<221 2007 37 10578 https://doi.org/10.1007/s10578-006-0031-8 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10578-006-0031-8 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Kim Geunyoung Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, GPC 512, 37203, Nashville, TN, USA aut NATIONALLICENCE 700 1- Walden Tedra Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, GPC 512, 37203, Nashville, TN, USA aut NATIONALLICENCE 700 1- Harris Vicki Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, GPC 512, 37203, Nashville, TN, USA aut NATIONALLICENCE 700 1- Karrass Jan Department of Psychology and Human Development, Vanderbilt University, 230 Appleton Place, GPC 512, 37203, Nashville, TN, USA aut NATIONALLICENCE 700 1- Catron Thomas Department of Psychiatry, Vanderbilt University, 230 Appleton Place, GPC 512, 37203, Nashville, TN, USA aut NATIONALLICENCE 773 0- Child Psychiatry and Human Development Springer US; http://www.springer-ny.com 37/3(2007-02-01), 221-239 0009-398X 37:3<221 2007 37 10578 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer