Michael Sulik

All Publications

• The Emotion Matching Task (EMT): Anti-Bias Adaptations, Measurement Invariance, and Longitudinal Growth in Preschoolers EARLY EDUCATION AND DEVELOPMENT Omar, J., Sulik, M. J., Obradovic, J. 2025

  View details for DOI 10.1080/10409289.2025.2564710

  View details for Web of Science ID 001606514900001

• Modeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d'voire COGNITIVE DEVELOPMENT Khan, F., Wortsman, B., Whitehead, H. L., Hannon, J., Aurora, M., Sulik, M. J., Tanoh, F., Akpe, H., Ogan, A., Obradovic, J., Jasinska, K. K. 2024; 70

  View details for DOI 10.1016/j.cogdev.2024.101436

  View details for Web of Science ID 001218959700001

• Impacts of two public preschool programs on school readiness in San Francisco EARLY CHILDHOOD RESEARCH QUARTERLY Sulik, M. J., Townley-Flores, C., Steyer, L., Obradovic, J. 2023; 62: 194-205

  View details for DOI 10.1016/j.ecresq.2022.07.016

  View details for Web of Science ID 000864013900002

• Interplay of motivational beliefs and self-regulation with achievement across economic risk JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY Townley-Flores, C., Sulik, M. J., Bardack, S., Obradovic, J. 2022; 82

  View details for DOI 10.1016/j.appdev.2022.101442

  View details for Web of Science ID 000863063300001

• Speed-Accuracy Trade-Off? Not So Fast: Marginal Changes in Speed Have Inconsistent Relationships With Accuracy in Real-World Settings JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS Domingue, B. W., Kanopka, K., Stenhaug, B., Sulik, M. J., Beverly, T., Brinkhuis, M., Circi, R., Faul, J., Liao, D., McCandliss, B., Obradovic, J., Piech, C., Porter, T., Soland, J., Weeks, J., Wise, S. L., Yeatman, J., Project ILEAD Consortium 2022

  View details for DOI 10.3102/10769986221099906

  View details for Web of Science ID 000811628000001

• Universal Screening of Hunger, Tiredness, and Sickness: Implications for Kindergarten Readiness and Racial/Ethnic Disparities EARLY EDUCATION AND DEVELOPMENT Steyer, L., Townley-Flores, C., Sulik, M. J., Obradovic, J. 2022

  View details for DOI 10.1080/10409289.2022.2067430

  View details for Web of Science ID 000784463700001

• Executive Function Mediates the Association Between Cumulative Risk and Learning in Ghanaian Schoolchildren DEVELOPMENTAL PSYCHOLOGY Suntheimer, N. M., Wolf, S., Sulik, M. J., Avornyo, E., Obradovic, J. 2022

  Abstract

  Research on the associations among adversity, executive function (EF), and academic outcomes in low- and middle-income countries, where developmental risk factors are more prevalent and impoverished environments are more widespread than in high income countries, is sparse. This study examines the relations among cumulative risk, EF, and learning outcomes measured 2-years later in Ghanaian third- and fourth-graders (N = 371; 49% female), shedding light on underlying mechanisms of how risk can undermine learning. A cumulative risk index was created based on a set of four child-reported risk factors: home aggression, unsafe home neighborhood, hunger, and having worked for pay. Cumulative risk and EF were negatively correlated. Learning outcomes (literacy and math test scores) were negatively correlated with earlier measures of cumulative risk and positively correlated with earlier measures of EF. EF mediated the association between cumulative risk and later learning outcomes, accounting for 65.3% of the total effect for literacy and 100% for math. This mediated pathway was robust to controls for child and household sociodemographic characteristics. The findings contribute to a small evidence base on the mediating role of EF in linking adversity and learning outcomes in a global context. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

  View details for DOI 10.1037/dev0001372

  View details for Web of Science ID 000783958900001

  View details for PubMedID 35446075

• Widely used measures of classroom quality are largely unrelated to preschool skill development Early Childhood Research Quarterly McDoniel, M. E., Townley-Flores, C., Sulik, M. J., Obradović, J. 2022; 59 (2nd Quarter): 243-253

  View details for DOI 10.1016/j.ecresq.2021.12.005

• Learning to Let Go: Parental Over-Engagement Predicts Poorer Self-Regulation in Kindergartners JOURNAL OF FAMILY PSYCHOLOGY Obradovic, J., Sulik, M. J., Shaffer, A. 2021; 35 (8): 1160-1170

  Abstract

  Responsive parenting and parental scaffolding have been shown to foster executive functions (EFs) and self-regulation skills in young children, but could too much parental directive engagement be counterproductive? To answer this question, we examined parental responses when children were demonstrating active on-task behaviors in a community sample of 102 dyads. We measured the time that parents spend actively guiding children's behavior relative to following the child's lead and created a measure of parental over-engagement to index the degree of active parental engagement via positive control/scaffolding behaviors. We hypothesized that parental over-engagement would negatively relate to children's self-regulation and EF skills because it creates fewer opportunities for children to practice self-regulation by leading dyadic interaction with their parents. We used an innovative State-Space Grid method to capture second-to-second changes in parental and child behaviors during a set of structured tasks. We examined the conceptual overlap of over-engagement with the global ratings of parenting, revealing that parental over-engagement was negatively correlated with global ratings of parental scaffolding and unrelated to global ratings of parental sensitivity. Next, we showed that parental over-engagement predicted lower levels of child hot EFs and observed self-regulation, controlling for age, parent education, family income, and global ratings of parenting. The predictive validity of over-engagement was unique to times when the child was actively engaged and was absent when the child was passively engaged. This study contributes to the discussion of how parents can support the development of self-regulation during the transition to elementary school. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

  View details for DOI 10.1037/fam0000838

  View details for Web of Science ID 000725825400016

  View details for PubMedID 33705178

• Taking a few deep breaths significantly reduces children's physiological arousal in everyday settings: Results of a preregistered video intervention. Developmental psychobiology Obradovic, J., Sulik, M. J., Armstrong-Carter, E. 2021; 63 (8): e22214

  Abstract

  This preregistered, randomized field experiment tested the effectiveness of a brief deep breathing intervention on children's concurrent physiological arousal in naturalistic settings (N=342; Mage =7.48 years; 46% female; 53% Asian, 26% White; 21% other race/ethnicity). The treatment consisted of an animated video that introduced deep breathing as a self-regulation strategy and scaffolded the child in taking a few slow-paced breaths, while the control group watched an informational video featuring similar animated images. Respiratory sinus arrhythmia (RSA) and heart rate (HR) were measured while children were sitting still (baseline) and subsequently while watching 1-min videos. Relative to baseline arousal, RSA increased and HR decreased only in response to the deep-breathing treatment video. Effects were larger in the second 30-s epoch of the video, which included most of the deep breathing practice. RSA fully mediated the intervention's effects on HR. By analyzing all children exposed to intervention video regardless of their engagement in the deep breathing practice (intention-to-treat design) and by using easily scalable treatment videos, the study identifies an effective and pragmatic approach to reducing children's physiological arousal in everyday, group settings. Implications for advancing applied developmental psychophysiological research are discussed.

  View details for DOI 10.1002/dev.22214

  View details for PubMedID 34813098

• Early and concurrent home stimulation: Unique and indirect links with fine motor skills among 4-year-old children in rural Pakistan. Developmental psychology Armstrong-Carter, E., Sulik, M. J., Siyal, S., Yousafzai, A. K., Obradovic, J. 2021; 57 (6): 888-899

  Abstract

  Fine motor skills enable children to make precise and coordinated movements with their hands and support their ability to engage in everyday activities and learning experiences. In a longitudinal study of 1,058 4-year-old children in rural Pakistan (n = 488 girls), we examined how prior and concurrent levels of home stimulation relate to change in fine motor skills from ages 2 to 4 while controlling for family wealth, maternal education, number of siblings at birth, prior and concurrent measures of children's physical growth and food insecurity, and prior motor skills at age 2. Moreover, we tested whether the association between early home stimulation and subsequent fine motor skills was mediated by physical growth, food insecurity, motor skills at age 2, and concurrent home stimulation. Results revealed that home stimulation at 18 months was positively associated with change in fine motor skills from ages 2 to 4, over and above family socioeconomic resources. This association was mediated by physical growth, food insecurity and motor skills at age 2. In contrast to home stimulation at 18 months, home stimulation at age 4 was positively associated with concurrent motor skills at age 4 when controlling for all antecedent family factors, as well as prior and concurrent measures of physical growth and food insecurity, and prior motor skills at age 2. Findings suggest that the preschool period may be an important window of time when physically and cognitively stimulating experiences at home uniquely relate to variability in fine motor development. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

  View details for DOI 10.1037/dev0001185

  View details for PubMedID 34424007

• Self-regulated behavior and parent-child co-regulation are associated with young children's physiological response to receiving critical adult feedback SOCIAL DEVELOPMENT Armstrong-Carter, E., Sulik, M. J., Obradovic, J. 2020

  View details for DOI 10.1111/sode.12498

  View details for Web of Science ID 000599077100001

• Moving beyond executive functions: Challenge preference as a predictor of academic achievement in elementary school. Journal of experimental child psychology Sulik, M. J., Finch, J. E., Obradović, J. n. 2020; 198: 104883

  Abstract

  Intrinsic motivation and executive functions (EFs) have been independently studied as predictors of academic achievement in elementary school. The goal of this investigation was to understand how students' challenge preference (CP), an aspect of intrinsic motivation, is related to academic achievement while accounting for EFs as a confounding variable. Using data from a longitudinal study of 569 third-, fourth-, and fifth-graders (50% female), we tested students' self-reported CP as a predictor of mathematics and English language arts (ELA) achievement in multilevel models that controlled for school fixed effects and student demographic characteristics. CP was positively associated with mathematics and ELA over and above the set of covariates and EFs. While also controlling for prior achievement, CP continued to explain a small amount of unique variance in mathematics, but not in ELA. These results underscore the importance of including measures of students' intrinsic motivation, in addition to EFs, to obtain a comprehensive understanding of academic success.

  View details for DOI 10.1016/j.jecp.2020.104883

  View details for PubMedID 32640382

• PARENT-CHILD CO-REGULATION AND YOUNG CHILDREN'S PHYSIOLOGICAL RESPONSE TO EMOTIONAL CHALLENGE Armstrong-Carter, E., Obradovic, J., Sulik, M. WILEY. 2019: S15

  View details for Web of Science ID 000494324000056

• Teachers' Perceptions of Students' Executive Functions: Disparities by Gender, Ethnicity, and ELL Status JOURNAL OF EDUCATIONAL PSYCHOLOGY Garcia, E. B., Sulik, M. J., Obradovic, J. 2019; 111 (5): 918–31

  View details for DOI 10.1037/edu0000308

  View details for Web of Science ID 000473023000010

• The relations of children's emotion knowledge to their observed social play and reticent/uninvolved behavior in preschool: Moderation by effortful control SOCIAL DEVELOPMENT Gal-Szabo, D. E., Spinrad, T. L., Eisenberg, N., Sulik, M. J. 2019; 28 (1): 57-73

  View details for DOI 10.1111/sode.12321

  View details for Web of Science ID 000457010500004

• The effects of peers’ executive functions on students’ executive functions in middle childhood AERA Open Finch, J. E., Garcia, E., Sulik, M., Obradović, J. 2019; 5 (1): 1-14

  View details for DOI 10.1177/2332858419829438

• Teachers' rankings of children's executive functions: Validating a methodology for school-based data collection. Journal of experimental child psychology Sulik, M. J., Obradovic, J. 2018; 173: 136–54

  Abstract

  We developed a novel, vignette-based ranking procedure to simultaneously collect teacher-reported executive function (EF) data for all students in a classroom. This ranking measure is an improvement over existing Likert-type rating scales because it can be completed more quickly and with comparatively little effort by teachers. Data for this validation study were drawn from a large, school-based study of third, fourth, and fifth graders (N = 813 from 33 classrooms in eight schools) in which ranking data and direct assessments of EF were collected. Using a subsample of students for whom teachers' ratings of EF and school records data were also collected (N = 311), we demonstrated that teachers' rankings of EF showed high convergent validity with teachers' ratings of EF and that both teacher-reported measures showed similar convergent validity with direct assessments of EF and similar predictive validity with respect to students' scores on standardized English/language arts and math achievement tests. Using data from the larger sample (N = 813), we conducted a simulation study demonstrating that the impact of missing data on the association between the rankings and the direct assessments of EF is minimal. Based on these results, the ranking procedure is a methodological innovation that enables the collection of relatively high-quality teacher-reported EF data for all students in a classroom quickly and with minimal burden on teachers. This vignette-based assessment method could be adapted to other domains of non-academic skills. We discuss varied uses of the ranking method for researchers and practitioners.

  View details for PubMedID 29723753

• Observers' reports of self-regulation: Measurement invariance across sex, low-income status, and race/ethnicity JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY Daneri, M., Sulik, M. J., Raver, C., Morris, P. A. 2018; 55: 14-23

  View details for DOI 10.1016/j.appdev.2017.02.001

  View details for Web of Science ID 000432904200003

• Visual-Motor Integration, Executive Functions, and Academic Achievement: Concurrent and Longitudinal Relations in Late Elementary School EARLY EDUCATION AND DEVELOPMENT Sulik, M. J., Haft, S. L., Obradovic, J. 2018; 29 (7): 956–70

  View details for DOI 10.1080/10409289.2018.1442097

  View details for Web of Science ID 000441638300004

• Parent and Child Trauma Symptoms During Child-Parent Psychotherapy: A Prospective Cohort Study of Dyadic Change. Journal of traumatic stress Hagan, M. J., Browne, D. T., Sulik, M., Ippen, C. G., Bush, N., Lieberman, A. F. 2017; 30 (6): 690-697

  Abstract

  Five randomized controlled trials have shown that child-parent psychotherapy (CPP) improves trauma symptoms in children. Less is known about parent symptoms or moderators of symptom change. In a sample of 199 parent (81% biological mother; 54% Latina/o) and child (aged 2 to 6 years; 52% male; 49% Latina/o) dyads who participated in an open treatment study of CPP, this study investigated whether parent and child symptoms similarly decreased during treatment and whether improvement was moderated by parent, child, and treatment characteristics. Parents completed baseline and posttreatment interviews regarding exposure to traumatic events, posttraumatic stress symptomatology (PTSS), and other mental health indices. Latent difference score analysis showed that PTSS significantly decreased by more than 0.5 SD for parents and children. The PTSS improvement in parents was associated with reductions in child avoidance, r = .19, p = .040, and hyperarousal, r = .33, p < .001. Girls showed a greater reduction than boys in reexperiencing, β = -.13, p = .018, and hyperarousal, β = -.20, p = .001. Contrary to expectations, parent and child improvement in PTSS was greater for those with fewer parental lifetime stressors, βrange = .15 to .33, and for those who participated in fewer treatment sessions, βrange = .15 to .21. The extent of improvement in parent PTSS varied based on clinician expertise, β = -.20, p = .009. Significant reductions in parent and child PTSS were observed during community-based treatment, with CPP and symptom improvement varying according to child, parent, and treatment characteristics.

  View details for DOI 10.1002/jts.22240

  View details for PubMedID 29131408

• Introduction to the Special Section on Executive Functions and Externalizing Symptoms JOURNAL OF ABNORMAL CHILD PSYCHOLOGY Sulik, M. J. 2017; 45 (8): 1473–75

  View details for PubMedID 28990116

• Child Conduct Problems Across Home and School Contexts: a Person-Centered Approach JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT Sulik, M. J., Blair, C., Greenberg, M., Family Life Project Investigators 2017; 39 (1): 46-57

  Abstract

  To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers' and teachers' ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (R. Goodman, 1997) in the Family Life Project (N = 1,292), a prospective study of child development in rural and small town contexts. We found a similar four-class solution at five and seven years of age. In decreasing prevalence, the following classes were identified: (1) low symptoms reported by both informants (low cross-context); (2) high parent-reported symptoms, low teacher-reported symptoms (home context); (3) low parent-reported symptoms, moderate teacher-reported symptoms (school context); and (4) high symptoms reported by both informants (high cross-context). Classes exhibited stability from age five to age seven: children were more likely to remain in the same class than to transition to a different class, and longitudinal stability was especially high for children in the low cross-context class at age 5. A number of child and family characteristics measured in early childhood (executive function, verbal ability, poverty-related risk, sensitive parenting, and parental depressive symptoms) were associated with class membership at age five and age seven, but were generally not associated with longitudinal transitions between classes.

  View details for DOI 10.1007/s10862-016-9564-8

  View details for Web of Science ID 000395082800005

  View details for PubMedID 29720784

  View details for PubMedCentralID PMC5926240

• Assessing students' executive functions in the classroom: Validating a scalable group-based procedure Journal of Applied Developmental Psychology Obradović, J., Sulik, M. J., Finch, J. E., Tirado-Strayer, N. 2017

  View details for DOI 10.1016/j.appdev.2017.03.003

• Executive Functions and Externalizing Symptoms: Common and Unique Associations Journal of Abnormal Child Psychology Sulik, M. J., Obradović, J. 2017; 45 (8): pp 1519–1522

  Abstract

  In discussing the four papers in this special issue, we provide our perspective on the authors' contributions and suggest directions for future research. First, we highlight the usefulness of the bi-factor model for investigating relations among specific aspects of executive functions (EFs) and externalizing symptoms. Next, we examine the role of EFs as a protective factor that can moderate the relation between risk factors - specifically, callous-unemotional behaviors - on externalizing symptoms. And finally, we address the contributions of innovative measurement approaches to understanding the relations between EFs and externalizing symptoms, using the state-space grid methodology as an example.

  View details for DOI 10.1007/s10802-017-0348-8

• Traumatic Life Events and Psychopathology in a High Risk, Ethnically Diverse Sample of Young Children: A Person-Centered Approach JOURNAL OF ABNORMAL CHILD PSYCHOLOGY Hagan, M. J., Sulik, M. J., Lieberman, A. F. 2016; 44 (5): 833-844

  Abstract

  Studies of the association between traumatic experiences and psychopathology in early childhood have primarily focused on specific types of events (e.g., sexual abuse) or aggregated different types of events without differentiating among them. We extend this body of work by investigating patterns of traumatic event exposure in a high-risk, ethnically diverse sample of children ages 3-6 (N = 211; 51 % female) and relating these different patterns to parents' reports of child externalizing, internalizing, and post-traumatic stress symptomatology. Using latent class analysis, which divides a heterogeneous population into homogenous subpopulations, we identified three patterns of traumatic events based on parents' responses to an interview-based assessment of trauma exposure in young children: (1) severe exposure, characterized by a combination of family violence and victimization; (2) witnessing family violence without victimization; and (3) moderate exposure, characterized by an absence of family violence but a moderate probability of other events. The severe exposure class exhibited elevated internalizing and post-traumatic stress symptoms relative to the witness to violence and moderate exposure classes, controlling for average number of traumatic events. Results highlight the need for differentiation between profiles of traumatic life event exposure and the potential for person-centered methods to complement the cumulative risk perspective.

  View details for DOI 10.1007/s10802-015-0078-8

  View details for Web of Science ID 000377449600001

  View details for PubMedID 26354023

• Predicting childhood effortful control from interactions between early parenting quality and children's dopamine transporter gene haplotypes DEVELOPMENT AND PSYCHOPATHOLOGY Li, Y., Sulik, M. J., Eisenberg, N., Spinrad, T. L., Lemery-Chalfant, K., Stover, D. A., Verrelli, B. C. 2016; 28 (1): 199-212

  Abstract

  Children's observed effortful control (EC) at 30, 42, and 54 months (n = 145) was predicted from the interaction between mothers' observed parenting with their 30-month-olds and three variants of the solute carrier family C6, member 3 (SLC6A3) dopamine transporter gene (single nucleotide polymorphisms in intron8 and intron13, and a 40 base pair variable number tandem repeat [VNTR] in the 3'-untranslated region [UTR]), as well as haplotypes of these variants. Significant moderating effects were found. Children without the intron8-A/intron13-G, intron8-A/3'-UTR VNTR-10, or intron13-G/3'-UTR VNTR-10 haplotypes (i.e., haplotypes associated with the reduced SLC6A3 gene expression and thus lower dopamine functioning) appeared to demonstrate altered levels of EC as a function of maternal parenting quality, whereas children with these haplotypes demonstrated a similar EC level regardless of the parenting quality. Children with these haplotypes demonstrated a trade-off, such that they showed higher EC, relative to their counterparts without these haplotypes, when exposed to less supportive maternal parenting. The findings revealed a diathesis-stress pattern and suggested that different SLC6A3 haplotypes, but not single variants, might represent different levels of young children's sensitivity/responsivity to early parenting.

  View details for DOI 10.1017/S0954579415000383

  View details for Web of Science ID 000375013300015

  View details for PubMedID 25924976

  View details for PubMedCentralID PMC4627898

• Catechol-<i>O</i>-methyltransferase Val158met polymorphism interacts with early experience to predict executive functions in early childhood DEVELOPMENTAL PSYCHOBIOLOGY Blair, C., Sulik, M., Willoughby, M., Mills- Koonce, R., Petrill, S., Bartlett, C., Greenberg, M., Family Life Project Investigators 2015; 57 (7): 833-841

  Abstract

  Numerous studies demonstrate that the Methionine variant of the catechol-O-methyltransferase Val158Met polymorphism, which confers less efficient catabolism of catecholamines, is associated with increased focal activation of prefrontal cortex (PFC) and higher levels of executive function abilities. By and large, however, studies of COMT Val158Met have been conducted with adult samples and do not account for the context in which development is occurring. Effects of early adversity on stress response physiology and the inverted U shape relating catecholamine levels to neural activity in PFC indicate the need to take into account early experience when considering relations between genes such as COMT and executive cognitive ability. Consistent with this neurobiology, we find in a prospective longitudinal sample of children and families (N = 1292) that COMT Val158Met interacts with early experience to predict executive function abilities in early childhood. Specifically, the Valine variant of the COMT Val158Met polymorphism, which confers more rather than less efficient catabolism of catecholamines is associated with higher executive function abilities at child ages 48 and 60 months and with faster growth of executive function for children experiencing early adversity, as indexed by cumulative risk factors in the home at child ages 7, 15, 24, and 36 months. Findings indicate the importance of the early environment for the relation between catecholamine genes and developmental outcomes and demonstrate that the genetic moderation of environmental risk is detectable in early childhood.

  View details for DOI 10.1002/dev.21332

  View details for Web of Science ID 000363282700005

  View details for PubMedID 26251232

  View details for PubMedCentralID PMC5241672

• Coping Across the Transition to Adolescence: Evidence of Interindividual Consistency and Mean-Level Change JOURNAL OF EARLY ADOLESCENCE Valiente, C., Eisenberg, N., Fabes, R. A., Spinrad, T. L., Sulik, M. J. 2015; 35 (7): 947-965

  View details for DOI 10.1177/0272431614548068

  View details for Web of Science ID 000361128500003

• Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children's Executive Function CHILD DEVELOPMENT Sulik, M. J., Blair, C., Mills-Koonce, R., Berry, D., Greenberg, M., Family Life Project Investigators 2015; 86 (5): 1588-1603

  Abstract

  Path analysis was used to investigate the longitudinal associations among parenting and children's executive function and externalizing behavior problems from 36 to 90 months of age in the Family Life Project (N = 1,115), a study of child development in the context of rural poverty. While controlling for stability in the constructs, semistructured observations of parenting prospectively predicted performance on a battery of executive function tasks and primary caregivers' reports of externalizing behavior. Furthermore, the association between early parenting and later externalizing behavior was longitudinally mediated by executive function, providing support for a process model in which sensitive parenting promotes children's self-regulation, which in turn reduces children's externalizing behavior.

  View details for DOI 10.1111/cdev.12386

  View details for Web of Science ID 000361185700019

  View details for PubMedID 26082032

  View details for PubMedCentralID PMC4567899

• Interactions among catechol-<i>O</i>-methyltransferase genotype, parenting, and sex predict children's internalizing symptoms and inhibitory control: Evidence for differential susceptibility DEVELOPMENT AND PSYCHOPATHOLOGY Sulik, M. J., Eisenberg, N., Spinrad, T. L., Lemery-Chalfant, K., Swann, G., Silva, K. M., Reiser, M., Stover, D. A., Verrelli, B. C. 2015; 27 (3): 709-723

  Abstract

  We used sex, observed parenting quality at 18 months, and three variants of the catechol-O-methyltransferase gene (Val158Met [rs4680], intron1 [rs737865], and 3'-untranslated region [rs165599]) to predict mothers' reports of inhibitory and attentional control (assessed at 42, 54, 72, and 84 months) and internalizing symptoms (assessed at 24, 30, 42, 48, and 54 months) in a sample of 146 children (79 male). Although the pattern for all three variants was very similar, Val158Met explained more variance in both outcomes than did intron1, the 3'-untranslated region, or a haplotype that combined all three catechol-O-methyltransferase variants. In separate models, there were significant three-way interactions among each of the variants, parenting, and sex, predicting the intercepts of inhibitory control and internalizing symptoms. Results suggested that Val158Met indexes plasticity, although this effect was moderated by sex. Parenting was positively associated with inhibitory control for methionine-methionine boys and for valine-valine/valine-methionine girls, and was negatively associated with internalizing symptoms for methionine-methionine boys. Using the "regions of significance" technique, genetic differences in inhibitory control were found for children exposed to high-quality parenting, whereas genetic differences in internalizing were found for children exposed to low-quality parenting. These findings provide evidence in support of testing for differential susceptibility across multiple outcomes.

  View details for DOI 10.1017/S0954579414000807

  View details for Web of Science ID 000358220300005

  View details for PubMedID 25159270

  View details for PubMedCentralID PMC4476935

• Associations between respiratory sinus arrhythmia (RSA) reactivity and effortful control in preschool-age children DEVELOPMENTAL PSYCHOBIOLOGY Sulik, M. J., Eisenberg, N., Spinrad, T. L., Silva, K. M. 2015; 57 (5): 596-606

  Abstract

  We tested whether respiratory sinus arrhythmia (RSA) reactivity in response to each of three self-regulation tasks (bird and dragon; knock-tap; and gift wrap) would predict self-regulation performance in a sample of 101 preschool-age children (M age = 4.49, SD = .64). While controlling for baseline RSA, decreases in RSA from bird and dragon to knock-tap (but not from baseline to bird and dragon) predicted a latent variable measuring self-regulation. Furthermore, increases in RSA from the knock-tap to gift wrap-the only task involving delay of gratification-were related to concurrent task performance while controlling for the relation between RSA reactivity and the latent self-regulation variable. Results suggest that the relations between RSA reactivity and self-regulatory ability are influenced by task-specific demands and possibly by task order. Furthermore, RSA reactivity appears to relate differently to performance on motivationally salient self-regulation tasks such as delay of gratification relative to cool executive function tasks.

  View details for DOI 10.1002/dev.21315

  View details for Web of Science ID 000356691900006

  View details for PubMedID 25939599

• Development of Ego-resiliency: Relations to Observed Parenting and Polymorphisms in the Serotonin Transporter Gene During Early Childhood SOCIAL DEVELOPMENT Taylor, Z. E., Sulik, M. J., Eisenberg, N., Spinrad, T. L., Silva, K. M., Lemery-Chalfant, K., Stover, D. A., Verrelli, B. C. 2014; 23 (3): 433-450

  Abstract

  We used observed parenting behaviors, along with genetic variants and haplotypes of the serotonin transporter gene (SLC6A4), as predictors of children's ego-resiliency during early childhood (N =153). Quality of mothers' parenting was observed at 18 months of age and mothers' reports of ego-resiliency were collected at six time points from 18 to 84 months. Genetic data were collected at 72 months. Observed parenting was positively associated with initial levels of children's ego-resiliency. Furthermore, although individual genetic variants of the serotonin transporter gene (LPR, STin2) were not associated with ego-resiliency, the S10 haplotype (that combines information from these two variants) was negatively associated with initial levels of ego-resiliency. Both parenting and serotonin genetic variation uniquely predicted children's ego-resiliency, suggesting an additive effect of genetic and parental factors.

  View details for DOI 10.1111/sode.12041

  View details for Web of Science ID 000340662700001

  View details for PubMedID 25346579

  View details for PubMedCentralID PMC4206910

• The Development of Prosocial Moral Reasoning and a Prosocial Orientation in Young Adulthood: Concurrent and Longitudinal Correlates DEVELOPMENTAL PSYCHOLOGY Eisenberg, N., Hofer, C., Sulik, M. J., Liew, J. 2014; 50 (1): 58-70

  Abstract

  We examined stability and change in prosocial moral reasoning (PRM) assessed longitudinally at ages 20/21, 22/23, 24/25, 26/27, and 31/32 years (N = 32; 16 female) using a pencil-and-paper measure of moral reasoning and examined relations of PRM and prosocial behavior with one another and with empathy, sympathy measured with self- and friend reports in adulthood, self- and mother reports of prosocial tendencies in adolescence, and observed prosocial behavior in preschool. Proportions of different types of PRM (hedonistic, approval, stereotypic, internalized) exhibited high mean-level stability across early adulthood, although stereotypic PMR increased with age and hedonistic PRM (a less sophisticated type of PRM) declined over time for males. More sophisticated PMR was positively related to friends' reports of a prosocial orientation concurrently and at age 24/25, as well as self-reports of sympathy in adolescence. Specific modes of PMR related to spontaneous or compliant sharing in preschool. Women used more sophisticated PMR than men across the entire study period. Self-reported and friend-reported prosociality at age 27/28 and 31/32 (combined) was related to numerous prior measures of a prosocial orientation, including spontaneous, relatively costly prosocial behavior in preschool (for self-reports and friend-reported sympathy/consideration for others). Donating/volunteering at T13/T14 was related to concurrent self- and friend-reported prosociality and to self-reported prosocial orientation in earlier adulthood and mother-reported helping in adolescence.

  View details for DOI 10.1037/a0032990

  View details for Web of Science ID 000329248000006

  View details for PubMedID 23731289

• Sociodemographic Risk, Parenting, and Effortful Control: Relations to Salivary Alpha-Amylase and Cortisol in Early Childhood DEVELOPMENTAL PSYCHOBIOLOGY Taylor, Z. E., Spinrad, T. L., VanSchyndel, S. K., Eisenberg, N., Huynh, J., Sulik, M. J., Granger, D. A. 2013; 55 (8): 869-880

  Abstract

  Early sociodemographic risk, parenting, and temperament were examined as predictors of the activity of children's (N = 148; 81 boys, 67 girls) hypothalamic-pituitary-adrenal axis and autonomic nervous system. Demographic risk was assessed at 18 months (T1), intrusive/overcontrolling parenting and effortful control were assessed at 30 months (T2), and salivary cortisol and alpha-amylase were collected at 72 (T3) months of age. Demographic risk at T1 predicted lower levels of children's effortful control and higher levels of mothers' intrusive/overcontrolling parenting at T2. Intrusive/overcontrolling parenting at T2 predicted higher levels of children's cortisol and alpha-amylase at T3, but effortful control did not uniquely predict children's cortisol or alpha-amylase levels. Findings support the open nature of stress responsive physiological systems to influence by features of the early caregiving environment and underscore the utility of including measures of these systems in prevention trials designed to influence child outcomes by modifying parenting behavior.

  View details for DOI 10.1002/dev.21079

  View details for Web of Science ID 000326274700008

  View details for PubMedID 22949301

  View details for PubMedCentralID PMC3594532

• The Relations of Ego-Resiliency and Emotion Socialization to the Development of Empathy and Prosocial Behavior Across Early Childhood EMOTION Taylor, Z. E., Eisenberg, N., Spinrad, T. L., Eggum, N. D., Sulik, M. J. 2013; 13 (5): 822-831

  Abstract

  The present study explored early personality and environmental predictors of the development of young children's empathy, as well as relations of empathy to prosocial behavior with peers at a later age. How children manage their own emotions and behaviors when under stress--their ego-resiliency--would be expected to affect their responses to others' emotions. Also, socialization experiences, such as the quality of parenting behaviors, have been associated with individual differences in empathy-related responding. We examined whether mothers' emotion socialization practices and children's ego-resiliency at 18 months predicted initial levels and change in empathy across five time points (24, 30, 42, 48, and 54 months; N = 242), and whether empathy in turn predicted prosocial behavior with peers at 72/84 months of age. Ego-resiliency and mothers' expressive encouragement both uniquely predicted the intercept of empathy. Boys' empathy was lower than girls' but improved more with age. Initial levels and growth of empathy positively predicted later prosocial behavior. Children's ego-resiliency predicted the slope of empathy at near significance (p = .054). We also found that the intercept of empathy mediated the relation between ego-resiliency and prosocial behavior as well as the relation between mothers' expressive encouragement and prosocial behavior. These findings suggest that both parenting and personality characteristics are relevant to the development of empathy during early childhood and might contribute to children's later prosocial behavior with peers.

  View details for DOI 10.1037/a0032894

  View details for Web of Science ID 000325467200004

  View details for PubMedID 24098930

  View details for PubMedCentralID PMC4314208

• FGF23 Modifies the Relationship Between Vitamin D and Cardiac Remodeling CIRCULATION-HEART FAILURE Ky, B., Shults, J., Keane, M. G., Sutton, M. S., Wolf, M., Feldman, H. I., Reese, P. P., Anderson, C. A., Townsend, R. R., Deo, R., Lo, J., Gadegbeku, C., Carlow, D., Sulik, M. J., Leonard, M. B. 2013; 6 (4): 817-824

  Abstract

  There is growing evidence to support an important role for vitamin D and related hormones, parathyroid hormone and fibroblast growth factor 23 (FGF23), on cardiac remodeling in chronic kidney disease. Our objective was to determine the relationships between vitamin D and cardiac remodeling in chronic kidney disease and the effects of parathyroid hormone and FGF23 on these associations.In 1431 participants from the Chronic Renal Insufficiency Cohort study, we measured 25-hydroxyvitamin D (25(OH)D), 1,25-dihydroxyvitamin D (1,25(OH)2D), FGF23, and parathyroid hormone and performed quantitative echocardiography. Using linear regression methods, we determined significant negative interactions between 25(OH)D and FGF23 on left ventricular (LV) mass (P=0.016), end-diastolic volume (P=0.029), and end-systolic volumes (P=0.021). In participants with an FGF23 level greater than the median of 123.5 RU/mL, each doubling of 25(OH)D was associated with a 2.5% (95% confidence interval, -4.8, -0.2) lower LV mass. This association was less pronounced with FGF23 levels less than the median (0.4%; 95% confidence interval, -1.9, 2.7). Conversely, in participants with deficient 25(OH)D levels <20 ng/mL, each doubling of FGF23 was associated with a 3.4% (95% confidence interval, 1.2, 5.6) greater LV mass compared with only a 1.6% (95% confidence interval, -0.2, 3.5) difference in participants with sufficient 25(OH)D. Similar findings were observed with 25(OH)D and volumes (P<0.05), and 1,25(OH)2D and LV mass and volumes (P<0.005). There was no effect modification by parathyroid hormone.We identified significant interactions among 25(OH)D, 1,25(OH)2D, and FGF23 on cardiac remodeling. Increased LV mass and cavity dilatation were observed with low 25(OH)D and high FGF23. Our findings suggest that consideration of both hormones is crucial to understanding the role of either in cardiac remodeling, and may have important therapeutic implications.

  View details for DOI 10.1161/CIRCHEARTFAILURE.112.000105

  View details for Web of Science ID 000335157800032

  View details for PubMedID 23748358

  View details for PubMedCentralID PMC3867268

• Associations between body composition and bone density and structure in men and women across the adult age spectrum BONE Baker, J. F., Davis, M., Alexander, R., Zemel, B. S., Mostoufi-Moab, S., Shults, J., Sulik, M., Schiferl, D. J., Leonard, M. B. 2013; 53 (1): 34-41

  Abstract

  The objective of this study was to identify independent associations between body composition and bone outcomes, including cortical structure and cortical and trabecular volumetric bone mineral density (vBMD) across the adult age spectrum.This cross-sectional study evaluated over 400 healthy adults (48% male, 44% black race), ages 21-78years. Multivariable linear regression models evaluated associations between whole-body DXA measures of lean body mass index (LBMI) and fat mass index (FMI) and tibia peripheral quantitative CT (pQCT) measures of cortical section modulus, cortical and trabecular vBMD and muscle density (as a measure of intramuscular fat), adjusted for age, sex, and race. All associations reported below were statistically significant (p<0.05).Older age and female sex were associated with lower LBMI and muscle strength. Black race was associated with greater LBMI but lower muscle density. Greater FMI was associated with lower muscle density. Cortical section modulus was positively associated with LBMI and muscle strength and negatively associated with FMI. Adjustment for body composition eliminated the greater section modulus observed in black participants and attenuated the lower section modulus in females. Greater LBMI was associated with lower cortical BMD and greater trabecular BMD. FMI was not associated with either BMD outcome. Greater muscle density was associated with greater trabecular and cortical BMD. Associations between body composition and bone outcomes did not vary by sex (no significant tests for interaction).These data highlight age-, sex- and race-specific differences in body composition, muscle strength and muscle density, and demonstrate discrete associations with bone density and structure. These data also show that age-, sex- and race-related patterns of bone density and strength are independent of differences in body composition. Longitudinal studies are needed to examine the temporal relations between changes in bone and body composition.

  View details for DOI 10.1016/j.bone.2012.11.035

  View details for Web of Science ID 000314257100007

  View details for PubMedID 23238122

  View details for PubMedCentralID PMC3552077

• Respiratory sinus arrhythmia, shyness, and effortful control in preschool-age children BIOLOGICAL PSYCHOLOGY Sulik, M. J., Eisenberg, N., Silva, K. M., Spinrad, T. L., Kupfer, A. 2013; 92 (2): 241-248

  Abstract

  Resting respiratory sinus arrhythmia (RSA) and shyness were examined as predictors of effortful control (EC) in a sample of 101 preschool-age children. Resting RSA was calculated from respiration and heart rate data collected during a neutral film; shyness was measured using parents', preschool teachers', and classroom observers' reports; and EC was measured using four laboratory tasks in addition to questionnaire measures. Principal components analysis was used to create composite measures of EC and shyness. The relation between RSA and EC was moderated by shyness, such that RSA was positively related to EC only for children high in shyness. This interaction suggests that emotional reactivity affects the degree to which RSA can be considered a correlate of EC. This study also draws attention to the need to consider the measurement context when assessing resting psychophysiology measures; shy individuals may not exhibit true baseline RSA responding in an unfamiliar laboratory setting.

  View details for DOI 10.1016/j.biopsycho.2012.10.009

  View details for Web of Science ID 000315315700020

  View details for PubMedID 23127725

  View details for PubMedCentralID PMC4709223

• The association of individual characteristics and neighborhood poverty on the dental care of American adolescents JOURNAL OF PUBLIC HEALTH DENTISTRY Atkins, R., Sulik, M. J., Hart, D. 2012; 72 (4): 313-319

  Abstract

  The purpose of this study was to explore the extent to which neighborhood poverty was associated with the utilization of dental care by American adolescents.To accomplish the study goals we conducted multilevel modeling analyses of two nationally representative data sets: National Longitudinal Study of Adolescent Health (Add Health) and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K).As hypothesized, neighborhood poverty predicted frequency of dental care in both studies (t = 6.06; P < 0.001; t = 2.44; P < 0.05). Even after accounting for individual level predictors such as household income, health insurance, and parental education, adolescents living in poor neighborhoods are less likely than their counterparts in non-poor neighborhoods to utilize dental care.The findings from this study indicate that neighborhoods influence dental care utilization patterns in adolescents.

  View details for DOI 10.1111/j.1752-7325.2012.00340.x

  View details for Web of Science ID 000311686100008

  View details for PubMedID 22536980

• The effects of school poverty on adolescents' sexual health knowledge RESEARCH IN NURSING & HEALTH Atkins, R., Sulik, M. J., Hart, D., Ayres, C., Read, N. 2012; 35 (3): 231-241

  Abstract

  Using National Longitudinal Study of Adolescent Health data, hierarchical linear modeling was conducted to estimate the association of school poverty concentration to the sexual health knowledge of 6,718 adolescents. Controlling for individual socio-economic status, school poverty had modest negative effects on sexual health knowledge. Although not directly associated with sexual health knowledge, after controlling for demographic characteristics, school poverty interactions showed that sexual health knowledge was associated with higher grade point average (GPA) and age. The combination of low GPA and high-levels of school poverty was especially detrimental for students' sexual health knowledge. There are differences in the sexual health knowledge of adolescents attending low poverty and high poverty schools that can be attributed to the school environment.

  View details for DOI 10.1002/nur.21471

  View details for Web of Science ID 000303595400005

  View details for PubMedID 22431188

  View details for PubMedCentralID PMC3348397

• Interactions Between Serotonin Transporter Gene Haplotypes and Quality of Mothers' Parenting Predict the Development of Children's Noncompliance DEVELOPMENTAL PSYCHOLOGY Sulik, M. J., Eisenberg, N., Lemery-Chalfant, K., Spinrad, T. L., Silva, K. M., Eggum, N. D., Betkowski, J. A., Kupfer, A., Smith, C. L., Gaertner, B., Stover, D. A., Verrelli, B. C. 2012; 48 (3): 740-754

  Abstract

  The LPR and STin2 polymorphisms of the serotonin transporter gene (SLC6A4) were combined into haplotypes that, together with quality of maternal parenting, were used to predict initial levels and linear change in children's (N = 138) noncompliance and aggression from age 18-54 months. Quality of mothers' parenting behavior was observed when children were 18 months old, and nonparental caregivers' reports of noncompliance and aggression were collected annually from 18 to 54 months of age. Quality of early parenting was negatively related to the slope of noncompliance only for children with the LPR-S/STin2-10 haplotype and to 18-month noncompliance only for children with haplotypes that did not include LPR-S. The findings support the notion that SLC6A4 haplotypes index differential susceptibility to variability in parenting quality, with certain haplotypes showing greater reactivity to both supportive and unsupportive environments. These different genetic backgrounds likely reflect an evolutionary response to variation in the parenting environment.

  View details for DOI 10.1037/a0025938

  View details for Web of Science ID 000303287200014

  View details for PubMedID 22059451

  View details for PubMedCentralID PMC3341540

• Differential Susceptibility and the Early Development of Aggression: Interactive Effects of Respiratory Sinus Arrhythmia and Environmental Quality DEVELOPMENTAL PSYCHOLOGY Eisenberg, N., Sulik, M. J., Spinrad, T. L., Edwards, A., Eggum, N. D., Liew, J., Sallquist, J., Popp, T. K., Smith, C. L., Hart, D. 2012; 48 (3): 755-768

  Abstract

  The purpose of the current study was to predict the development of aggressive behavior from young children's respiratory sinus arrhythmia (RSA) and environmental quality. In a longitudinal sample of 213 children, baseline RSA, RSA suppression in response to a film of crying babies, and a composite measure of environmental quality (incorporating socioeconomic status and marital adjustment) were measured, and parent-reported aggression was assessed from 18 to 54 months of age. Predictions based on biological sensitivity-to-context/differential susceptibility and diathesis-stress models, as well as potential moderation by child sex, were examined. The interaction of baseline RSA with environmental quality predicted the development (slope) and 54-month intercept of mothers' reports of aggression. For girls only, the interaction between baseline RSA and environmental quality predicted the 18-month intercept of fathers' reports. In general, significant negative relations between RSA and aggression were found primarily at high levels of environmental quality. In addition, we found a significant Sex × RSA interaction predicting the slope and 54-month intercept of fathers' reports of aggression, such that RSA was negatively related to aggression for boys but not for girls. Contrary to predictions, no significant main effects or interactions were found for RSA suppression. The results provide mixed but not full support for differential susceptibility theory and provide little support for the diathesis-stress model.

  View details for DOI 10.1037/a0026518

  View details for Web of Science ID 000303287200015

  View details for PubMedID 22182294

  View details for PubMedCentralID PMC3341487

• Emotion-Related Self-Regulation in Children TEACHING OF PSYCHOLOGY Eisenberg, N., Sulik, M. J. 2012; 39 (1): 77-83

  Abstract

  In this article, the authors review basic conceptual issues in research on children's emotion-related self-regulation, including the differentiation between self-regulation that is effortful and voluntary and control-related processes that are less amenable to effortful control. In addition, the authors summarize what researchers know about developmental changes in self-regulatory capacities, give examples of various methods used to assess these abilities, and summarize findings on the relations between self-regulation or effortful control and positive adjustment and maladjustment. Finally, the authors discuss some strategies for effectively teaching students about emotion regulation.

  View details for DOI 10.1177/0098628311430172

  View details for Web of Science ID 000305575900015

  View details for PubMedID 23100854

  View details for PubMedCentralID PMC3478779

• Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample EARLY EDUCATION AND DEVELOPMENT Silva, K. M., Spinrad, T. L., Eisenberg, N., Sulik, M. J., Valiente, C., Huerta, S., Edwards, A., Eggum, N. D., Kupfer, A. S., Lonigan, C. J., Phillips, B. M., Wilson, S. B., Clancy-Menchetti, J., Landry, S. H., Swank, P. R., Assel, M. A., Taylor, H. B. 2011; 22 (3): 434-460

  Abstract

  RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.

  View details for DOI 10.1080/10409289.2011.578046

  View details for Web of Science ID 000291275600005

  View details for PubMedID 22573932

  View details for PubMedCentralID PMC3346256

• The Factor Structure of Effortful Control and Measurement Invariance Across Ethnicity and Sex in a High-Risk Sample JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT Sulik, M. J., Huerta, S., Zerr, A. A., Eisenberg, N., Spinrad, T. L., Valiente, C., Di Giunta, L., Pina, A. A., Eggum, N. D., Sallquist, J., Edwards, A., Kupfer, A., Lonigan, C. J., Phillips, B. M., Wilson, S. B., Clancy-Menchetti, J., Landry, S. H., Swank, P. R., Assel, M. A., Taylor, H. B. 2010; 32 (1): 8-22

  Abstract

  Measurement invariance of a one-factor model of effortful control (EC) was tested for 853 low-income preschoolers (M age = 4.48 years). Using a teacher-report questionnaire and seven behavioral measures, configural invariance (same factor structure across groups), metric invariance (same pattern of factor loadings across groups), and partial scalar invariance (mostly the same intercepts across groups) were established across ethnicity (European Americans, African Americans and Hispanics) and across sex. These results suggest that the latent construct of EC behaved in a similar way across ethnic groups and sex, and that comparisons of mean levels of EC are valid across sex and probably valid across ethnicity, especially when larger numbers of tasks are used. The findings also support the use of diverse behavioral measures as indicators of a single latent EC construct.

  View details for DOI 10.1007/s10862-009-9164-y

  View details for Web of Science ID 000274520400002

  View details for PubMedID 20593008

  View details for PubMedCentralID PMC2893346

• How the Study of Regulation Can Inform the Study of Coping COPING AND THE DEVELOPMENT OF REGULATION Eisenberg, N., Valiente, C., Sulik, M. J. edited by Skinner, E. A., ZimmerGembeck, M. J. 2009; 124: 75-86

  Abstract

  It is advantageous to study regulation and coping and their development at multiple levels of expression and origin simultaneously. We discuss several topics of current interest in the emotion-related regulation literature that are relevant to coping, including conceptual issues related to definitions and types of coping, types of physiological responses deemed to tap emotion regulation that could be pursued in work on coping, and findings on the socialization of self-regulation that have implications for understanding the development of coping.

  View details for DOI 10.1002/cd.244

  View details for Web of Science ID 000296556100007

  View details for PubMedID 19536815

  View details for PubMedCentralID PMC2796479