Children showing high levels of negative externalizing emotions during the challenge task are rated as less socially competent, more hyperactive, and with poorer interpersonal and self-regulatory skills¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Children high in anger, frustration, or showing hostility were rated less socially competent, more hyperactive, and with poorer interpersonal and self-regulatory skills than peers. → Berhenke 2011
Evidence¶
Berhenke 2011¶
Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan. (2011). Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates. Early childhood research quarterly. https://doi.org/10.1016/j.ecresq.2011.04.001
q3 · i? · associational · r2
Follow-up t-test comparison of N = 43 children in the top quartile for anger or frustration or showing hostility versus N = 74 peers; "Children who showed high levels of negative externalizing emotion expressions were rated by their teachers as less socially competent" and more hyperactive.
"Children who showed high levels of negative externalizing emotion expressions were rated by their teachers as less socially competent (t (114) = −2.08, p < 0.05), more hyperactive (t (115) = 2.40, p < 0.05)"
Discussion¶
Learner Variables¶
- Achievement Emotions — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Observed interest/arousal during challenging tasks predicts poorer teacher-rated social competence and more hyperactivity: the top third was rated least socially competent, and the top and middle thirds more hyperactive than the bottom third — related
- Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
- Observed shame expressions during challenging tasks predict greater teacher-rated social competence, work-related skills, and academic skills — related
- Observed anxiety expressions during challenging tasks predict lower teacher-rated work-related and self-regulation skills — related
- Observed help-seeking during the challenge task is unrelated to teacher-rated learning-related behaviors and academic skills — related
- Observed task persistence during challenging tasks predicts teacher-rated academic competence and learning-related behaviors in Head Start graduates — related
- Observed motivation indicators predict student-teacher conflict but not closeness: less persistence, greater task competence, and more interest/arousal predict greater conflict — related
- Greater anger, hopelessness, and negative emotions overall during reading are associated with poorer text comprehension, while positive emotions show no relation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
negative-externalizing-emotions-predict-poorer-readiness |
title |
Children showing high levels of negative externalizing emotions during the challenge task are rated as less socially competent, more hyperactive, and with poorer interpersonal and self-regulatory skills |
description |
Children showing high levels of negative externalizing emotions during the challenge task are rated as less socially competent, more hyperactive, and with poorer interpersonal and self-regulatory skills |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — berhenke-2011 |
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