Effects of language skills on behavioural and emotional problems in preschoolers - attention regulation and social relationships as mediators

Wyss (Letizia), Segerer, R. K. (Robin), Buehler (Jessica), Schmiedeler (Sandra), Grob (Alexander)

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

preschool children; language skills; emotional problems; behavioral problems

Summary

 

Linguistic abilities of preschool children can predict later emotional and behavioural problems. So far, however, it is unclear which factors are responsible for these relationships: Language problems might impair the quality of relationships with adults and peers. Linguistic abilities likely are also relevant for children to develop attention-regulating abilities. Both mechanisms possibly function as mediators between linguistic abilities and developmental problems.  We tested a mediation model using data from the first three measurement-points of the research project "The school-ready child", N = 329; age at t1: M(SD) = 58.43(4.09) months. Language skills were assessed at t1 using standardised tests. Social relationship quality and attention regulation were rated at t2 (after six months) by parents and teachers. Attention regulation was additionally measured with a concentration test. Emotional and behavioral problems were assessed with standardised parents- and teacher-questionnaires at t3 (after 14 months). Linguistic abilities were associated with later emotional and behavioral problems. Of the four examined indirect effects, only the effects of language onto behavioural problems mediated by attention regulation, and, onto emotional problems mediated by the quality of social relationships were significant. Our results indicate that targeted linguistic interventions could reduce developmental problems in preschool children in a specific way.

 

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