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Early Temperament, Social/Contextual Support, and Adolescent Adjustment
Principal Investigator: Lisa Crockett
Co-Principal Investigators: Eric Buhs, James Bovaird, Kathleen Rudasill
Funding Agency: National Institutes of Health (NIH)
Award Date: May 1, 2014
End Date: Apr 30, 2016
Academic problems, antisocial behaviors and substance use in adolescence take a heavy toll on individuals and society. Temperament traits, particularly emotionality and self-regulation, have been linked to both academic and behavioral outcomes in childhood and adolescence, but the reasons for this association are not well-understood. A growing research literature indicates that children’s experiences in key social contexts play a significant role. Yet, most studies of child temperament and adjustment have considered children’s experiences only within a single context.
The study aims to advance knowledge of the developmental processes linking early temperament to adolescent academic problems and health risk behaviors. Researchers will test a set of novel models of the complex interrelations between children’s early temperament and their experience in multiple social contexts during childhood to determine how temperament and quality of support from family, peers and school combine to predict levels of academic and behavioral risk in adolescence.
The project will leverage statistical advances in longitudinal data analysis in conjunction with existing high quality longitudinal data from the NICHD Study of Early Child Care and Youth Development (SECCYD) to illuminate developmental pathways leading to academic problems, antisocial behavior, and substance use in adolescence.
Psychosocial Development & Social-Emotional Learning, Academic Intervention & Learning
Research aims to learn how children’s experiences across multiple social contexts collectively influence links between early childhood temperament and adolescent development.