Matching Items (2)
Filtering by
- All Subjects: Temperament in children
- Creators: Grimm, Kevin
Description
Prior research has established associations between sleep duration and body mass index (BMI) scores and risk for obesity in middle childhood, but it is less clear whether other objectively- and subjectively-measured sleep indicators may be associated with BMI scores, weight status (e.g., obesity), and other estimates of weight and body fat such as waist circumference (WC) and percent body fat. Empirical studies have also demonstrated independent associations between broad self-regulation and sleep indicators and BMI scores, but no study to date has tested these factors in a model together and the extent to which associations between normative sleep problems, weight indicators, and effortful control (EC) may be explained by shared genetic or environmental influences. Data from a large longitudinal study of twins was used to test phenotypic associations between sleep problems at eight years and weight indicators at nine years, including whether EC at eight years moderates these associations. Additionally, multiple quantitative behavior genetic models were used to estimate unique and shared genetic and environmental covariances among normative sleep problems, weight indicators, and EC at eight years of age and whether additive genetic influence on weight in middle childhood differs by child weight status group. Phenotypic findings showed that greater sleep duration at eight years predicted greater decreases BMI at nine years of age for children with low levels of EC at eight years. Greater sleep midpoint variability at eight years predicted greater increases in percent body fat from eight to nine years of age for children with low EC at eight years. Behavior genetic findings showed greater environmental influences on parent-reported sleep duration and quality, as well as objective sleep midpoint variability. Similarly, associations between parent-reported sleep duration and sleep midpoint variability and other sleep indicators and EC were primarily accounted for by shared environmental factors. In contrast, there was high additive genetic influence on objective sleep quantity and quality, all weight indicators, and EC. Many of the associations between sleep indicators, sleep and weight indicators, and among weight indicators were entirely accounted for by shared additive genetic factors, suggesting that common, underlying sets of genes explain these relations.
ContributorsBreitenstein, Reagan Styles (Author) / Doane, Leah D. (Thesis advisor) / Lemery-Chalfant, Kathryn (Committee member) / Perez La Mar, Marisol (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2019
Description
This dissertation examined how anxiety levels and social competence change across the course of early elementary school, as well as how individual differences at the transition to kindergarten may influence these trajectories. Previous research has supported unidirectional relations among anxiety and social competence, but few studies explore how inter- and intra-individual changes in social competence and anxiety may be related across time. From a developmental perspective, studying these trajectories following the transition to kindergarten is important, as cognitive and emotion regulation capacities increase markedly across kindergarten, and the relative success with which children navigate this transition can have a bearing on future social and emotional functioning across elementary school. In addition, given gender differences in anxiety manifestation and social competence development broadly, gender differences were also examined in an exploratory manner. Data from parent and teacher reports of a community sample of 291 children across kindergarten, 1st, and 2nd grades were analyzed. Results from bivariate growth models revealed steeper increases in anxiety, relative to peers in the sample, were associated with steeper decreases in social competence across time. This finding held after controlling for externalizing behavior problems at each time point, which suggests that relations among anxiety and social competence may be independent of other behavior problems commonly associated with poor social adjustment. Temperament variables were associated with changes in social competence, such that purportedly "risky" temperament traits of higher negative emotionality and lower attention control were associated with concurrently lower social competence in kindergarten, but with relatively steeper increases in social competence across time. Temperament variables in kindergarten were unrelated with changes in anxiety across time. Gender differences in relations among anxiety in kindergarten and growth in social competence also were revealed. Findings for teacher and parent reports of child behavior varied. Results are discussed with respect to contexts that may drive differences between parent and teacher reports of child behavior, as well as key developmental considerations that may help to explain why kindergarten temperament variables examined herein appear to predict changes in social competence but not changes in anxiety levels.
ContributorsParker, Julia Humphrey (Author) / Pina, Armando A. (Thesis advisor) / Grimm, Kevin (Committee member) / Doane, Leah D. (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2016