2026-05-30T05:23:22Zhttps://riuma.uma.es/rest/oai/requestoai:riuma.uma.es:10630/395152026-02-03T11:21:33Zcom_10630_2254col_10630_37953
RIUMA. Repositorio Institucional de la Universidad de Málaga
author
Navarro-Ariza, María Teresa
author
Infante-Cañete, Lidia
author
Madrid-Vivar, Dolores
author
Wallace-Ruíz, Agustín
author
Alarcón-Orozco, María Elena
2025-07-25T11:47:14Z
2025-07-25T11:47:14Z
2025-07-18
Navarro-Ariza, T., Infante-Cañete, L., Madrid-Vivar, D., Wallace Ruiz, A., & Alarcón-Orozco, E. (2025). Temperamental Dimensions in Early Childhood: Gender Differences and Their Relationship to Emotional and Behavioral Disorders in a Longitudinal Study. Children, 12(7), 946. https://doi.org/10.3390/children12070946
https://hdl.handle.net/10630/39515
https://doi.org/10.3390/children12070946
Background: This longitudinal study aims to explore the stability and changes in child temperament dimensions between the ages of three and six, analyzing their relationship with emotional and behavioral problems, differentiated by gender. Method: This study involved 24 boys and 25 girls from various early childhood education centers in Málaga, Spain. To assess temperament, the Spanish adaptation of the Children’s Behavior Questionnaire was used, while emotional and behavioral problems were evaluated using the SPECI Screening for Emotional and Behavioral Problems in Children. Results: Findings indicate that 9 out of the 15 temperament dimensions remained stable, while 4—anger/frustration, attentional focusing, perceptual sensitivity, and sadness—showed significant changes in the total sample. The gender-specific analysis revealed different developmental patterns for boys and girls. Girls exhibited changes in attentional focusing, fear, and perceptual sensitivity, while boys showed changes in anger/frustration and attentional focusing. In addition, girls scored higher in discomfort and fear, whereas boys stood out in activity levels. Regarding behavioral problems, girls’ externalizing symptoms were significantly associated with attentional focusing and smiling/laughter, while internalizing symptoms were linked to low-intensity pleasure and perceptual sensitivity. Conclusions: These findings highlight the importance of addressing temperament from a gender-differentiated perspective when designing educational and family interventions aimed at promoting socioemotional development.
eng
Atribución-NoComercial 4.0 Internacional
Temperamento
Niños
Temperamental Dimensions in Early Childhood: Gender Differences and Their Relationship to Emotional and Behavioral Disorders in a Longitudinal Study
journal article
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URL
https://riuma.uma.es/bitstreams/80137d13-4c37-4e05-8378-e597e0e02dbe/download
File
MD5
260748db83b95ab811315811ba616c1e
296425
application/pdf
children-12-00946.pdf