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Cross-sectional studies support negative associations between children’s skills in recognizing emotional expressions and their problem behaviors. Few studies have examined these associations over time, however, precluding our understanding of the direction of effects. Emotion recognition difficulties may contribute to the development of problem behaviors; additionally, problem behaviors may constrain the development of emotion recognition skill. The present study tested the bidirectional linkages between children’s emotion recognition and teacher-reported problem behaviors in 1(st) and 3(rd) grade. Specifically, emotion recognition, hyperactivity, internalizing behaviors, and externalizing behaviors were assessed in 117 children in 1(st) grade and in 3(rd) grade. Results from fully cross-lagged path models revealed divergent developmental patterns: Controlling for concurrent levels of problem behaviors and first-grade receptive language skills, lower emotion recognition in 1(st) grade significantly predicted greater internalizing behaviors, but not hyperactivity or externalizing behaviors, in 3(rd) grade. Moreover, greater hyperactivity in 1(st) grade marginally predicted lower emotion recognition in 3(rd) grade, but internalizing and externalizing behaviors were not predictive of emotion recognition over time. Together, these findings extend previous research to identify specific developmental pathways, whereby emotion recognition difficulties contribute to the development of internalizing behaviors, and early hyperactivity may contribute to the development of emotion recognition difficulties, thus highlighting the importance of examining these processes and their mutual development over time. |
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