Relevant bibliographies by topics / Effortful control

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Effortful control'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Effortful control"

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Bae, Yun-Jin, and Ji-Young Lim. "Relations between Parents' Effortful Control, Parenting Behavior and Infants' Effortful Control." Journal of the Korean Home Economics Association 50, no. 2 (February 28, 2012): 53–64. http://dx.doi.org/10.6115/khea.2012.50.2.053.

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Hurriyati, Evi Afifah, Efi Fitriana, Surya Cahyadi, and Wilis Srisayekti. "Control and Emotional Reactivity Levels: Which One, Positive or Negative Emotional Reactivity Links with Effortful Control?" Humaniora 11, no. 1 (April 24, 2020): 35. http://dx.doi.org/10.21512/humaniora.v11i1.6188.

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The research investigated the relationship between effortful control and emotional reactivity in students. It also analyzed the description of each variable descriptively based on the levels of effortful control and the level of emotional reactivity. The method was by self-report through questionnaires distributed to students aged 18-30 years. There were 357 participants that were consisting of 94 male students and 263 female students. The measuring instrument was the Effortful Control from the Adult Temperament Scale Questionnaire (ATQ) Scale-Short form, and the Perth Emotional Reactivity Scale-Short Form scale. The result shows that there is a positive significant relationship between effortful control and positive emotional reactivity. However, the research shows that there is a negatively significant relationship between effortful control and negative emotional reactivity. It states that students with high levels of effortful control have high positive emotional reactivity. Likewise, students who have low levels of effortful have low positive emotional reactivity. However, individuals who have a high level of effortful control have low negative emotional reactivity and vice versa.
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Bae, Yun-Jin, and Ji-Young Lim. "Analysis of Trends in Research on Effortful Control." Korean Journal of Human Ecology 20, no. 1 (February 28, 2011): 57–70. http://dx.doi.org/10.5934/kjhe.2011.20.1.057.

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Heylen, Joke, Michael W. Vasey, Adinda Dujardin, Eva Vandevivere, Caroline Braet, Rudi De Raedt, and Guy Bosmans. "Attachment and Effortful Control." Journal of Early Adolescence 37, no. 3 (July 27, 2016): 289–315. http://dx.doi.org/10.1177/0272431615599063.

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Based on former research, it can be assumed that attachment relationships provide a context in which children develop both the effortful control (EC) capacity and the repertoire of responses to regulate distress. Both are important to understand children’s (mal)adjustment. While the latter assumption has been supported in several studies, less is known about links between attachment and EC. We administered questionnaires to measure anxious and avoidant attachment or trust in maternal support in two samples of early adolescents. EC was reported by the child in Sample 1 ( n = 244), and by mother in Sample 2 ( n = 177). In both samples, mothers reported children’s maladjustment. Consistent with predictions, insecure attachment was related to reduced EC. Moreover, EC indirectly linked insecure attachment to maladjustment. This study provides evidence that studying EC is important to understand the self-regulatory mechanisms explaining the link between attachment and (mal)adjustment in early adolescence.
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Yun, Kibong, Nana Shin, Bokyung Park, Minjoo Kim, and Jee Un Noh. "The effects of mothers’ effortful control and parenting behaviors on toddlers’ effortful control." Korean Council For Children's Rights 23, no. 2 (May 31, 2019): 189–213. http://dx.doi.org/10.21459/kccr.2019.23.2.189.

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Lengua, Liliana J., Nicole R. Bush, Anna C. Long, Erica A. Kovacs, and Anika M. Trancik. "Effortful control as a moderator of the relation between contextual risk factors and growth in adjustment problems." Development and Psychopathology 20, no. 2 (2008): 509–28. http://dx.doi.org/10.1017/s0954579408000254.

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AbstractEffortful control was examined as a moderator of the relations of three domains of contextual risk factors to growth in internalizing and externalizing problems in a community sample (N = 189) of children (8–12 years at Time 1). Socioeconomic, maternal, and environmental risk factors were examined as predictors of initial levels and growth in children's adjustment problems across 3 years. The effects of the risk factors depended on children's level of effortful control. For children lower in effortful control, socioeconomic risk was related to significantly higher initial levels of internalizing and externalizing problems and decreases over time. However, children lower in effortful control had higher levels of problems at all three time points than children higher in effortful control. Maternal risk was associated with increases in internalizing for children lower in effortful control, and environmental risk was related to increases in internalizing and externalizing problems for children lower in effortful control, but not those higher in effortful control. Children who were lower in effortful control appeared to experience more adverse effects of contextual risk than those higher in effortful control, suggesting that interventions aimed at improving children's effortful control might serve to protect children from increased risk of adjustment problems associated with contextual risk factors.
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Sturge-Apple, Melissa L., Patrick T. Davies, Dante Cicchetti, Rochelle F. Hentges, and Jesse L. Coe. "Family instability and children's effortful control in the context of poverty: Sometimes a bird in the hand is worth two in the bush." Development and Psychopathology 29, no. 3 (June 17, 2016): 685–96. http://dx.doi.org/10.1017/s0954579416000407.

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AbstractEffortful control has been demonstrated to have important ramifications for children's self-regulation and social–emotional adjustment. However, there are wide socioeconomic disparities in children's effortful control, with impoverished children displaying heightened difficulties. The current study was designed to demonstrate how instability within the proximal rearing context of young children may serve as a key operant on the development of children's effortful control in the context of poverty. Two separate studies were conducted that included samples of children living within homes characterized by heightened economic risk. In Study 1, we tested the differential prediction of family instability on two domains of children's effortful control: cool effortful control and delay control. Consistent with hypotheses, elevated instability was associated with decreased hot effortful control but not cool effortful control over the span of 2 years. In Study 2, we examined how children's basal cortisol activity may account for associations between heightened instability and effortful control in reward tasks. The results were consistent with sensitization models, suggesting that elevated cortisol activity arising from increased uncertainty and unpredictability in rearing contexts may influence children's hot effortful control. The findings are interpreted within emerging evolutionary–developmental frameworks of child development.
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Stevens, Erin N., Joseph R. Bardeen, and Kyle W. Murdock. "Parenting Behaviors and Anxiety in Young Adults." Journal of Individual Differences 36, no. 3 (July 1, 2015): 170–76. http://dx.doi.org/10.1027/1614-0001/a000169.

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Parenting behaviors – specifically behaviors characterized by high control, intrusiveness, rejection, and overprotection – and effortful control have each been implicated in the development of anxiety pathology. However, little research has examined the protective role of effortful control in the relation between parenting and anxiety symptoms, specifically among adults. Thus, we sought to explore the unique and interactive effects of parenting and effortful control on anxiety among adults (N = 162). Results suggest that effortful control uniquely contributes to anxiety symptoms above and beyond that of any parenting behavior. Furthermore, effortful control acted as a moderator of the relationship between parental overprotection and anxiety, such that overprotection is associated with anxiety only in individuals with lower levels of effortful control. Implications for potential prevention and intervention efforts which specifically target effortful control are discussed. These findings underscore the importance of considering individual differences in self-regulatory abilities when examining associations between putative early-life risk factors, such as parenting, and anxiety symptoms.
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Kopp, Claire B. "Cognitive processes and effortful control." Infant Behavior and Development 21 (April 1998): 190. http://dx.doi.org/10.1016/s0163-6383(98)91405-9.

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Hernández, Maciel M., Nancy Eisenberg, Carlos Valiente, Anjolii Diaz, Sarah K. VanSchyndel, Rebecca H. Berger, Nathan Terrell, Kassondra M. Silva, Tracy L. Spinrad, and Jody Southworth. "Concurrent and longitudinal associations of peers’ acceptance with emotion and effortful control in kindergarten." International Journal of Behavioral Development 41, no. 1 (July 10, 2016): 30–40. http://dx.doi.org/10.1177/0165025415608519.

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The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and effortful control during kindergarten ( N = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e., classroom, lunch/recess), and observers’ reports of effortful control (i.e., inhibitory control, attention focusing) and emotions (i.e., positive, negative). In structural equation panel models, peer acceptance in fall predicted higher effortful control in spring. Effortful control in fall did not predict peer acceptance in spring. Negative emotion predicted lower peer acceptance across time for girls but not for boys. Peer acceptance did not predict negative or positive emotion over time. In addition, we tested interactions between positive or negative emotion and effortful control predicting peer acceptance. Positive emotion predicted higher peer acceptance for children low in effortful control.
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Dissertations / Theses on the topic "Effortful control"

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Carman, Sarah. "Parenting and effortful control : an EEG study." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1406504/.

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The aim of this thesis was to investigate the relationship between early quality of care and the development of effortful control. Part 1 is a meta-analytic investigation into the relationship between observed maternal parenting and child effortful control. The paper investigates an estimate of overall effect size, the effect of publication bias and key methodological and demographic moderators of the relationship. Part 2, the empirical paper, reports a 5 year longitudinal study into the relationship between early quality of care and later effortful control. Maternal Behaviour and Dyadic Interaction were assessed at age ten months using the Coding Interactive Behaviour scales (CIB; Feldman, 1998). Effortful control was assessed at age six years using the executive attention component of the Attention Network Task (Fan, McCandliss, Sommer, Raz and Posner, 2002). This was an EEG study which included investigation into the LPC and N2 neural indices of effortful control and their relationship to early quality of care. Parent-reported effortful control was assessed using the Child Behaviour Questionnaire (CBQ), Executive Function with the Behaviour Rating Inventory of Executive Function (BRIEF) and behaviour with the Strengths and Difficulties Questionnaire (SDQ). Part 3 provides a critical appraisal of the research process. It considers conceptual and methodological issues and the clinical utility of the research findings. This thesis was conducted jointly with Sophie Bennett.
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Bastian, Randi G., Tifani A. Fletcher, Andrea D. Clements, and Beth A. Bailey. "Effect of Maternal Effortful Control on Breastfeeding Continuation." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7260.

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Breastfeeding has health benefits for mother and child, allowing a mother to protect her newborn from numerous infections while promoting healthy nutrition and growth. Breastfed babies have decreased risk of later negative health problems including respiratory infection, asthma, obesity, and Type II diabetes. The minimum acceptable time a mother should breastfeed is six weeks, but major healthcare organizations, such as the American Academy of Pediatrics, recommend exclusive breastfeeding for the first six months of life. Nationally, 43.1% of babies were exclusively breastfed the first six weeks in 2009, and rates in rural Appalachia are known to be significantly lower than national averages. Researchers have found factors such as age, socioeconomic, marital, and smoking statuses to be predictive of breastfeeding continuation, but maternal innate characteristics have not been explored extensively. To clarify why a mother chooses to breastfeed or not, it is important to additionally look at intrinsic characteristics such as temperament. Temperament is an individual’s biologically based ability to think, behave, and react. Effortful control, a specific component of temperament, is the voluntary regulation of emotions and behaviors. The current study examined the impact of effortful control on participants’ likelihood of breastfeeding at six weeks postpartum. Informationwas collected from pregnant women recruited from Northeast Tennessee as part of the Tennessee Intervention for Pregnant Smokers Program. As part of the larger study, women completed detailed research interviews multiple times during pregnancy, and at six weeks post-partum. The responses of interest came from 230 women who had complete demographic questionnaire, Adult Temperament Questionnaire (ATQ), delivery and birth chart information, and six-week interview breastfeeding status. Logistic regression was used to assess the impact of maternal effortful control (subscale of the ATQ) on the mother’s decision to exclusively breastfeed the child up to six weeks postpartum. The model contained five variables that were significantly correlated with the breastfeeding continuation: maternal age, birth weight (normal/low), prematurity (yes/no), delivery type (vaginal/C-section), and maternal effortful control scores. The full model containing all predictors was statistically significant, X2 (5, N=230) =24.610, p < .001. Effortful control had an Exp(B) of .420, CI (.264, .668) p<.001. Those women who are still breastfeeding at six weeks have significantly higher self-reported effortful control than those who are not still breastfeeding at six weeks, controlling for several other known correlates of breastfeeding continuation. Effortful control was found to predict decreased breastfeeding at six weeks. Because effortful control is an aspect of temperament, and is therefore relatively fixed, its measurement may be useful for identifying women who are less likely to breastfeed so they can be targeted by health educators and clinicians for more intensive intervention. Any increase in breastfeeding holds the potential for positive health outcomes for both mother and child.
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Baker, Erika Claire. "Effortful control, repetitive negative thinking and depression in adolescence." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34378.

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LITERATURE REVIEW: A systematic review of the associations between effortful control, repetitive negative thinking and depression in adolescence. ABSTRACT: Background: Repetitive negative thinking (RNT) and the self-regulatory temperament, effortful control (EC), have been found to be important risk factors for the development of depressive symptoms. Furthermore, adolescence has been found to be a period of increased risk for developing depressive symptoms. The relationships between these risk pathways are not well understood during this period of development. Objective: This systematic review aimed to evaluate the literature exploring the relationships RNT and EC have in accounting for depressive symptoms in adolescents. In particular, whether RNT and EC are associated with depressive symptoms, and whether EC moderates the effects of RNT on depressive symptoms. Methods: Three databases and key journals were searched for studies measuring EC, RNT and depressive symptoms in 10-20 year olds. Study selection was undertaken by applying inclusion and exclusion criteria. The methodological quality of the included studies was assessed using a validated checklist. Inter-rater reliability was calculated for a random subsample of the search. Results: Thirteen studies were selected for inclusion. There was evidence indicating that RNT was correlated with depressive symptoms both concurrently and prospectively. The evidence for a relationship between lower EC and higher levels of depressive symptoms was mixed. High quality studies concluded that EC and depressive symptoms are associated concurrently, but not over time. There is evidence that lower EC predicts RNT over time, and even spanning over childhood. Some evidence was found for EC as a moderator between RNT and depressive symptoms and this was also found when the relationship was prospective. Conclusions: Whilst the reviewed literature had many strengths, there were large differences in how EC in particular, was measured. This resulted in a challenge synthesising the results and making clear conclusions. Future research would benefit from considering self-report and behavioural measures, and recognising the potential impact of stressful life events. EMPIRICAL PAPER: Investigating associations between repetitive negative thinking, stress, and effortful control, and the development and maintenance of depression in adolescence: A follow-up study. ABSTRACT: Background: Adolescence is a period of increased vulnerability for depressive symptoms (Twenge & Nolen-Hoeksema, 2002). Given the impact of emotional disorders on an individual, it is important to understand risk factors, and conversely, protective factors to inform effective interventions. Repetitive negative thinking (RNT) and the self-regulatory temperament, effortful control (EC), have been found to be important risk factors for the development of depressive symptoms and require further exploration in adolescence. Objective: This study investigated whether RNT predicted changes in later depressive symptoms, and if so, whether this change was moderated by EC. The study examined these associations during emotional reactivity to a stressor (exams), and emotional recovery following the stressor. Methods: Two samples with similar designs and measures were combined in this study. Two-hundred-and-fifty-five females completed Baseline questionnaires measuring life events, RNT, EC, and depressive symptoms. One-hundred-and-ninety-nine participants were followed up prior to their exams (Pre-exam), and 115 participants were followed up after their exams (Post-exam). Results: The study first examined emotional reactivity to stress, finding that contrary to the literature, RNT did not predict depressive symptoms in response to stress, when controlling for Baseline depressive symptoms. EC did not significantly interact with RNT in predicting depressive symptoms. However, RNT was associated with emotional recovery from stress: RNT predicted levels of depressive symptoms following exams, when controlling for Pre-exam depressive symptoms. Furthermore, EC moderated this relationship, however contrary to the literature and predictions, this was not in the expected direction, with high levels of EC associated with high levels of depressive symptoms. Conclusions: These findings suggest that despite the strengths of the study design, including a large sample at Baseline and follow up over a period of stress, hypothesized associations were not found during emotional reactivity to stress, but hypothesized associations were found during emotional recovery from stress. Recommendations are made for future studies, including recruiting sufficient number of males to the study.
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Ho, Anya C. "Effortful control in early adolescence: measure development and validation." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1084736869.

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Derry, Heather M. "Loneliness, Attentional Processing of Social Cues, and Effortful Control." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1352986469.

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Allen, S. "Effortful control, attention biases and problem behaviours in children." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1445289/.

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This review integrates findings from the research fields of temperament, cognitive processes and childhood psychopathology. It examines the role of temperamental effortful control (EC) in both internalising and externalising behaviours in children. The difficulties in operationalising the construct of EC and its developmental trajectory are also highlighted. The review then reviews evidence for attentional biases (hypervigilance to threat, disengagement difficulties and avoidance) in anxiety and aggression. Research is presented which considers the association between attentional biases and EC and discusses this association as a risk factor in the development of childhood anxiety a similar process is presented as a potential risk in externalising behaviours.
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Ho, Anya Christine. "Effortful control in early adolescence measure development and validation /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1084736869.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 201 p.; also includes graphics (some col.). Includes bibliographical references (p. 127-140). Available online via OhioLINK's ETD Center
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Buffington, Adam Gregg. "Individual Facets of Effortful Control and Symptoms of General Distress and Depression." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250558442.

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Warren, Shannon M., and Shannon M. Warren. "Effortful Control Development In The Face Of Harshness and Unpredictability." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/626382.

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Through the life history theory perspective, this paper seeks to demonstrate how early adversity shapes the development of effortful control in ways that aim to best match the individual to the proximal environment toward ultimate goals despite trade-offs related to social, academic, and later health outcomes. Investigation linking early life harshness (i.e., cues of extrinsic morbidity-mortality; Ellis et al., 2009) and unpredictability (i.e., stochastic changes in environmental conditions; Ellis et al., 2009) to the development of self-regulation could facilitate a more nuanced understanding of early environmental effects on development. The current study investigates early environmental harshness and unpredictability as unique predictors for a self-regulation construct, effortful control. It was hypothesized that early life harshness and unpredictability would uniquely and negatively predict effortful control among preschoolers. While there was no evidence that cues of unpredictability predicted effortful control, cues of harshness, specifically neighborhood harshness, did statistically significantly predict effortful control in the direction expected. This appears to be the first study to explicitly investigate effortful control development in early childhood within the harshness and unpredictability framework.
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Stevenson, Brittany Leigh. "Effortful Control Moderates the Association Between Emotional Instability and Binge Eating." Thesis, North Dakota State University, 2015. https://hdl.handle.net/10365/27690.

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We hypothesized that (H1) emotional instability would be associated with an increased likelihood of a binge episode, and that (H2a) this relationship would be potentiated among individuals with low cognitive control and (H2b) high behavioral impulsivity. Methods: Participants were 48 community-dwelling adults and college students. Participants completed the stroop task (cognitive control) and stop signal task (behavioral impulsivity), followed by two weeks of Ecological Momentary Assessment (EMA) examining mood, hunger, and binge eating behavior up to 9 times per day. Results: There was no main effect of emotional instability on the likelihood of a binge outcome (H1 unsupported). Consistent with H2a, participants with lower cognitive control were more likely to binge as emotional instability increased (OR = .9899, p = .006). Counter to H2b, participants with higher behavioral impulsivity (stop signal scores) were less likely to binge as emotional instability increased (OR = .9916, p = .029).
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Books on the topic "Effortful control"

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Lengua, Liliana J. Poverty, the Development of Effortful Control, and Children's Academic, Social, and Emotional Adjustment. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199769100.013.0028.

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Book chapters on the topic "Effortful control"

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Levesque, Roger J. R. "Effortful Control." In Encyclopedia of Adolescence, 812–13. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_534.

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Levesque, Roger J. R. "Effortful Control." In Encyclopedia of Adolescence, 1143–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_534.

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Shanker, Stuart G., and Devin M. Casenhiser. "Reducing the Effort in Effortful Control." In A Wittgensteinian Perspective on the Use of Conceptual Analysis in Psychology, 214–32. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137384287_12.

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"Effortful Control." In Encyclopedia of Child Behavior and Development, 562. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_4232.

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"Effortful Control." In Encyclopedia of Clinical Neuropsychology, 932. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_4694.

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"Effortful Attention Control." In Effortless Attention. The MIT Press, 2010. http://dx.doi.org/10.7551/mitpress/8602.003.0002.

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Schmeichel, Brandon J., and Roy F. Baumeister. "Effortful Attention Control." In Effortless Attention, 29–50. The MIT Press, 2010. http://dx.doi.org/10.7551/mitpress/9780262013840.003.0002.

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"The Waste Disposal Problem of Effortful Control." In Motivation and Cognitive Control, 247–72. Routledge, 2015. http://dx.doi.org/10.4324/9781315656878-18.

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Vierkant, Tillmann. "Willpower and Epistemic Agency." In The Tinkering Mind, 119—C6.P49. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192894267.003.0006.

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Abstract This chapter applies the lessons about the two distinct forms of epistemic agency from the previous chapters to the issue of self-control. Traditionally, the literature distinguishes between agentive and effortful forms of self-control like willpower, and environment-manipulating ‘tying to the mast’ strategies, which are traditionally understood as passive. This chapter argues that this distinction is problematic because, as Holton points out, the relevant agentive control is intuitively understood in this context as intentional control. But Chapter 4 showed that there is no deep difference between environment-manipulating epistemic agency and intracranial strategies. In the same way there is also no deep difference between intentional intracranial strategies like willpower and environment-involving intentional self-control strategies.
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"The Role of Emotions in Game-Based Learning." In Digital Games for Minority Student Engagement, 46–58. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3398-6.ch004.

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There is an important relationship between learning (academic achievement) and emotions. Students engagement in classroom activities are usually described as a function of factors such as human needs, affect, intention, motivation, interest, and identity. Research studies suggest that students have a better learning experience when they like the teacher and the curriculum. Several articles have suggested the importance of linking situational and dispositional negative or positive emotions to academic achievement, which suggests that researchers have learned much about emotions and achievement by considering the potential moderating role of effortful control (EC) and the mediating role that cognitive processes, motivational mechanisms, and classroom relationships seem to play in linking emotions with achievement.
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Conference papers on the topic "Effortful control"

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Yang, Yang, Lixing Yin, Jinghan You, and Zichen Zhang. "Let the Past Rest: The Influence of Effortful Control on Directed Forgetting of Explicit and Implicit Memories." In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.422.

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Reports on the topic "Effortful control"

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Disinhibited social engagement behaviour is not unique to children exposed to inadequate caregiving. ACAMH, January 2020. http://dx.doi.org/10.13056/acamh.10704.

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Interestingly, the course of DSEB was not associated with neglect, emotional maltreatment or effortful control but there was evidence for a significant association with attention deficit/hyperactivity disorder and oppositional defiant disorder.
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