Taalontwikkeling en internaliserend probleemgedrag bij kinderen van vier tot en met negen jaar: De mediërende rol van zelfregulatie.

Abstract

Language delays are a common problem among children. Existing scientific literature on the relationship between language development and internalizing problem behavior has mainly focused on toddlers. However, internalizing problems can also have profound consequences for school-aged children. This study examined the relationship between language development and internalizing problems in four to nine-year-old children. Besides, the mediating role of effortful control in this relationship was researched. Firstly, it was assumed that receptive language as well as expressive language would be negatively related to internalizing problem behavior. Secondly, it was assumed that both relationships would be mediated through effortful control. Data from 84 Dutch school-aged children were collected through language tests taken with the children and questionnaires filled out by their parents. Results indicated that there were no significant relations between receptive language and internalizing problems or expressive language and internalizing problems. Furthermore, no significant results were found for language development and internalizing problems in relation to effortful control. Based on the results of this study, it can be concluded that language development and internalizing problem behavior are not related. Strengths, weaknesses and implications of this study are discussed.