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Longitudinal Studies of Anger and Attention Span: Context and Informant Effects



This article is corrected by:

  1. Errata: Erratum Volume 78, Issue 3, 1091, Article first published online: 12 May 2010

  • This work was supported by NICHD HD54481. The Study of Early Child Care and Youth Development was conducted by the NICHD Early Child Care Research Network and was supported by NICHD through a cooperative agreement that calls for scientific collaboration between the grantees and the NICHD staff. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Child Health and Human Development or the National Institutes of Health.

concerning this article should be addressed to Jungmeen Kim, Department of Psychology, Virginia Tech, 109 Williams Hall (0436), Blacksburg, VA 24061. E-mail:


ABSTRACT This study examined stabilities of informant and context (home vs. classroom) latent factors regarding anger and attention. Participants included children from the National Institute of Child Health and Development Study of Early Child Care and Youth Development who were measured at 54 months, first grade, and third grade. Latent factors of anger and attention span were structured using different indicators based on mothers', fathers', caregivers', teachers', and observers' reports. We used structural equation modeling to examine the autoregressive effects within a context (stability), the concurrent associations between home and classroom contexts, and informant effects. The results indicated that for both anger and attention (1) there were significant informant effects that influenced stability in a context, (2) there was higher stability in home context than nonhome context, and (3) stability within a context increased over time. The findings suggested that anger was more prone to context effects and informant effects than attention.

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