Body-related emotions and subsequent physical activity behaviour: An ecological momentary assessment

Body-related shame and guilt are theorized to be time-varying affective determinants of physical activity, yet research has predominantly relied on self-report measures of physical activity and between-person associations. To address these limitations, the present study used ecological momentary assessment to examine within- and between-person associations between body-related shame and guilt, and subsequent time spent in moderate-to-vigorous physical activity (MVPA) measured by continuously worn accelerometers. University students (n = 98; 79.6% female; m_age = 19.45) were prompted 49 times over seven days to report body-related shame and guilt, and wore activPAL accelerometers to monitor movement behaviours. Higher levels of within-person body-related guilt, but not shame, were associated with increased subsequent time spent in MVPA. Contrary to existing literature, neither body-related shame nor guilt demonstrated a significant association with average levels of MVPA between individuals. These findings support theoretical propositions that body-related guilt may impact engagement in physical activity in daily life.     

Momentary affective response to bouts of moderate-to-vigorous physical activity predicts changes in physical activity and sedentary behavior during behavioral weight loss

BackgroundAffective responses are posited to be key predictors of the uptake and maintenance of health behaviors. However, few studies have examined how individuals’ affective response to physical activity, as well as the degree to which their affect response changes, may predict changes in physical activity and sedentary time during behavioral weight loss treatment.PurposeThe current study examined how baseline momentary affective response (i.e., stress and anxiety) to moderate-to-vigorous physical activity (MVPA) and the degree of pre--post intervention change in this response predicted change in daily sedentary, light, and MVPA time during a three-month internet-based weight loss program.MethodsWomen with overweight/obesity (final N = 37) completed 14-day ecological momentary assessment (EMA) protocols with objective measurement of physical activity (i.e., bout-related MVPA time) before and after the intervention.ResultsWomen who had more reinforcing responses to MVPA (i.e., greater reductions in anxiety and stress response following MVPA bouts) at baseline had greater increases in overall MVPA at the end of the intervention. Those who had greater anxiety reductions after MVPA bouts at baseline also evidenced less sedentary time at the end of the intervention. Changes in affective responses across the intervention were not related to changes in physical activity levels.ConclusionsFindings suggest initial levels of affective reinforcement from MVPA bouts predict future change in MVPA and sedentary time during behavioral weight loss. Future work is needed to examine the utility of more precisely targeting affective responses to physical activity to optimize intervention approaches.     

Amount and type of physical activity as predictors of growth in executive functions,attentional control,and social self-control across 4 years of elementary school

This paper used a nationally representative sample of children from the United States to examine the extent to which physical activity and sports participation may promote growth in children's executive functions (EFs), attention, and social self-control over time. Using data from the ECLS-K:2011 (N = 18,174), findings indicated that regular physical activity predicted growth in EFs and attention from 3rd to 4th grade (βs = 0.03–0.05) but not from kindergarten to 1st grade. After controlling for the frequency of physical activity, participation in group sports predicted increases in EFs, attention, and social self-control during both periods (βs = 0.02–0.04). Though modest in size, the findings suggest that encouraging children to engage in more frequent and more team-based activity will benefit the development of their EFs and related skills, and especially so for children in middle childhood.     

Associations between parent perceived social cognitive factors and child objectively measured physical activity behaviors among preschool-aged children

Grounded in social cognitive theory (SCT), this study sought to examine whether parents perceived social cognitive factors regarding children's physical activity (PA) behaviors were associated with preschool children's moderate-to-vigorous PA (MVPA) levels. A total of 142 Hong Kong parent-child pairs from five preschools/childcare centers completed all assessments in the cross-sectional study. Children’s (42% girls; mean age = 4.52 ± 0.67 years) PA was measured through accelerometers. Parents (74% mothers; mean age = 37.38 ± 4.63 years) completed a paper-based questionnaire assessing the social cognitive factors on their children’s PA participation. The data were analyzed using latent variable structural equation modeling. Findings revealed that the model showed acceptable fit with the data: χ² (23) = 38.14, p = .025, χ²/df = 1.66, CFI = 0.955, TLI = 0.929, RMSEA = 0.068, 90% CI [0.025, 0.106], and SRMR = 0.072. The model accounted for 39.1% of the variance in the PA behavior of preschool-aged children. Structural equation modelling revealed parental self-efficacy (β = 0.29, 95% CI [0.95, 0.49]) and goal setting (β = 0.25, 95% CI [0.06, 0.44]) were directly associated with children’s MVPA. Outcome expectations (β = 0.09, 95% CI [0.01, 0.03]) and goal setting (β = 0.18, 95% CI [0.05, 0.32]) mediated the association between parental self-efficacy and children’s MVPA. Indirect associations of parental self-efficacy from setting goals via parental support (β = 0.15, 95%CI [0.02, 0.30]) and perceived barriers (β = 0.15, 95% CI [0.05, 0.28]) were uncovered. Results supported the use of SCT in understanding how the parents perceived social cognitive factors predict the PA behaviors of young children. This study provides insight into whether these theoretical variables could be modified or promoted in future intervention programs. Enhancing parents’ abilities to ensure preschool-aged children are physically active is of great importance given the global decline in PA among children.     

Longitudinal relations among school context,school-based parent involvement,and academic achievement of Chinese American children in immigrant families

Immigrant families face multiple barriers to engaging with children's schools. Yet, school-based parent involvement has been associated with academic and behavioral benefits for children of immigrant families. Although past research has examined links between family contextual factors and parent involvement, less is known about the links between school contextual factors and parent involvement in immigrant families. Identifying socio-cultural barriers to parent involvement across home and school contexts can inform culturally competent family engagement interventions serving immigrant families. In a two-wave (1.5 years apart) longitudinal study of a community-based sample of Chinese American children (N = 210, beginning age = 5.8–9.1 years) attending over 80 schools in a metropolitan area, we assessed school-based parent involvement behaviors and parent involvement-related psychological processes (i.e., parent-teacher relationship quality, parents' endorsement of schools, teachers' perceptions of parents) using parent and teacher report. First, results indicated that significant positive associations were found between school-based parent involvement behaviors and parent involvement-related psychological processes (rs = 0.36–0.53). Next, multi-level modeling was conducted to test concurrent relations of Wave 1 school contextual factors to all four parent involvement constructs (controlling for family-level factors), as well as testing the prospective relations of parent involvement at Wave 1 to children's academic achievement at Wave 2. Student body diversity of schools was negatively associated with school-based parent involvement (rs = −0.18, −0.17), parent-rated parent-teacher relationship quality (r = −0.18), and parents' endorsement of schools (r = −0.36). The concentration of Asian students at schools and schoolwide achievement were negatively associated with teachers' perceptions of parents (rs = −0.18, −0.20). However, neither school contextual factors nor school-based parent involvement at Wave 1 uniquely predicted children's academic achievement at Wave 2. Implications of findings for understanding and addressing barriers to engaging Chinese American immigrant families in their children's schools are discussed.     

Working memory,sustained attention,and physical activity: An intraindividual study

ObjectiveExperimental studies show small to moderate effects of both acute and regular physical activity on executive functions, these being strongly associated with academic performance at school. In order to understand the naturally occurring associations between primary school-aged children’s working memory, self-reported sustained attention, and physical activity, 35 children (M_age = 9.8 years, range = 7.6–11.4 years old) in Years 3–6 of primary school took part in a two-week long intraindividual study.MethodsParticipants wore an accelerometer wristband throughout the study, and carried out a working memory task (digit recall) and completed a sustained attention measure each morning and afternoon, giving 517 time-points nested in 4–10 school-days (M_obs = 15.8 situations, n_obs = 4–18).ResultsUsing multilevel structural equation models (MSEM), we found that working memory was stable across time (within-person b = 0.29) and trait-like (ICCs = 0.58). Across situations, state-working memory was higher later in the calendar week. Acute moderate to vigorous physical activity (MVPA) was not associated with state-working memory, but exertion of a higher level of MVPA than usual the previous day was associated with lower state-working memory the following day. Trait-sustained attention (across the two weeks) predicted higher trait-working memory and older students outperformed younger students.ConclusionsImplications for timing and intensity of students’ physical activity in educational settings is discussed.     

Does parental support moderate the effect of children's motivation and self-efficacy on physical activity and sedentary behaviour?

Objectives1) To test whether parental support moderates the direct effects of children's motivation and self-efficacy on objectively measured moderate-vigorous physical activity (MVPA) and sedentary time. 2) To explore differences in the relationships between boys and girls.DesignCross-sectional observational study.MethodData were collected from 430 9–11 year old UK children and their parents; parents self-reported on the support they provided to their children to be active (through providing transport, encouragement, watching, or taking part with their child), and children self-reported their motivation and self-efficacy towards exercise. MVPA and sedentary time were measured using accelerometers.ResultsBoth parent- and child-level factors were largely positively associated with children's MVPA and negatively related to sedentary time. There was no evidence of a moderation effect of parental support on MVPA or sedentary time in boys. Parental provision of transport moderated the effect of girls' motivation on week-day MVPA; more motivated girls were less active when transport was provided. Transport and exercising with one's child moderated the effect of motivation and self-efficacy on girls' sedentary time at weekends; more motivated girls, and those with higher self-efficacy were less sedentary when parents provided more frequent transportation or took part in physical activity with them.ConclusionsThe results largely supported a model of the independent effects of parent and child determinants for moderate-to-vigorous physical activity, but there was evidence that some types of parent support can moderate sedentary time in girls. Further research is needed to explore the causal pathways between the observed cross-sectional results.     

Effects of a teacher training program to promote physically active play among preschoolers with autism spectrum disorders

Wellness Enhancing Physical Activity for Young Children (WE PLAY) is an intervention intended to promote physical activity (PA) among typically-developing preschool children in child care settings. It was adapted for use by teachers who educate children with Autism Spectrum Disorders (ASD). This study used a multiple baseline design across participants to evaluate the impact of WE PLAY-Autism on teachers' PA facilitating behaviors and on the PA levels of children with ASD. Visual analysis and effect size estimates indicated that two of the three teachers increased their PA facilitating behavior, although this was insufficient to demonstrate a functional relation. Children's (n = 5) PA was measured daily during school hours using accelerometry. Visual analysis, which was further supported by effect size calculations, indicated higher average levels of moderate-to-vigorous PA (MVPA) among preschoolers with ASD in the intervention phase (Tau-U_{A vs. B} = 0.53, p < .001, Hedges' g = 0.99, 95% CI [0.56, 1.43]) and post-training phase (Tau-U_{A vs. B} = 0.55, p < .001, Hedges' g = 1.17, 95% CI [0.73, 1.60]) in comparison to the baseline phase. WE PLAY-Autism is an intervention deserving of further investigation given its meaningful impact on the MVPA of preschoolers with ASD paired with its potential for broad implementation in preschools.     

Psychological,social and physical environmental mediators of the SCORES intervention on physical activity among children living in low-income communities

ObjectivesThis study examined mediation effects of socio-ecological variables on accelerometer-determined physical activity among children in the Supporting Children's Outcomes using Rewards, Exercise and Skills (SCORES) intervention.DesignRandomized control trial mediation analysis.MethodsPrimary school children were randomly assigned the SCORES multi-component intervention or control group for the 12-month study. The outcome was accelerometer derived total moderate-to-vigorous physical activity (MVPA). Hypothesized mediators measured in children were physical activity enjoyment and perceived sport competence and social support. Hypothesized mediators measured in parents were family social support, access to physical activity facilities and equipment at home, and perceived access to physical activity opportunities in the local community. Mediation analyses were conducted using multi-level linear analysis in MPlus.ResultsThere were significant intervention effects for social support from teachers (A = 1.73, SE = 0.88, p = 0.048) and parental perceived access to physical opportunities in the local community (A = 2.69, SE = 1.12, p = 0.016). There were significant associations between changes in perceived sport competence (B = 0.48, SE = 0.36, p = 0.027), parental perceived access to physical activity opportunities in the local community (B = 0.60, SE = 0.26, p = 0.021), and changes in total MVPA. Parental perceived access to physical activity opportunities in the local community was found to have a significant mediating effect on total MVPA (AB = 1.61, 95% CI = 0.06 to 3.95, proportion 13%).ConclusionsParental perceived access to physical activity opportunities in the local community is a potential mechanism of behavior change for children and mediated the effect of the SCORES intervention on objectively measured physical activity.     

Child perceived motor competence as a moderator between physical activity parenting and child objectively measured physical activity

This longitudinal study aimed to examine how physical activity parenting (PAP) directly predicted objectively measured children’s moderate-to-vigorous physical activity (MVPA) and sedentariness over a three-year transitional period from early to middle childhood, and second, whether the children’s perception of motor competence (PMC) mediated or moderated the influence of PAP to children’s MVPA or sedentariness. At time 1 (T1), PAP and children’s (N = 396, mean age 5.80, SD 1.04) PA were assessed by parental questionnaire. Three years later, at time 2 (T2), children’s (N = 396, mean age 8.80, SD 1.04) PMC was measured by a validated pictorial scale, and MVPA and sedentariness were measured by accelerometers. All the analyses were conducted using the Mplus statistical package (Version 8.4). The models were adjusted for the following covariates: children’s PA (T1), gender (T1), age (T1), mean accelerometer measurement in hours per day (T2), and parents’ education level (T1). Results showed that PAP at T1 did not significantly predict level of MVPA or sedentary time at T2 and, therefore, PMC did not mediate the PAP-children’s MVPA or sedentary time relationship either. However, PMC significantly moderated the relationship between PAP and MVPA but not between PAP and sedentary time. The results suggested that parental support positively predicts children’s MVPA among children with low PMC but not among children with high PMC. This unique finding proposes that family-based PA interventions could benefit from screening of children with low PMC and provision of PA counselling to their parents.     

Global self-esteem,perceived athletic competence,and physical activity in children: A longitudinal cohort study

ObjectivesThe Exercise and Self-Esteem Model is used as a theoretical framework to describe associations between global self-esteem and physical activity, mediated by perceived athletic competence. We know little about how these associations develop over time in elementary school children. We examined the change in, and associations between, global self-esteem, perceived athletic competence, and moderate-to-vigorous physical activity (MVPA) in children from kindergarten to grade 4. We also investigated if this change and these associations were different for boys and girls.DesignA prospective longitudinal cohort-sequential design that consisted of two cohorts of children.MethodChildren in cohort I were followed from kindergarten to grade 2, and children in cohort II were followed from grade 2 to grade 4. Global self-esteem and perceived athletic competence were measured with the Self-Perception Profile for Children (SPPC) (n = 292; 148 boys), while MVPA was measured with proxy-reports for physical activity filled in by parents (n = 184; 88 boys).ResultsGlobal self-esteem, perceived athletic competence, and MVPA remained stable. Global self-esteem was the same in boys and girls, while boys reported higher levels of perceived athletic competence and were more physically active than girls. The change in global self-esteem was significantly associated with perceived athletic competence and MVPA in girls, but not in boys.ConclusionThere are few developmental changes in global self-esteem, perceived athletic competence, and MVPA from kindergarten to grade 4. The change in global self-esteem was associated with perceived athletic competence and MVPA in girls, but not in boys.     

Compositional insights on the association between physical activity and sedentary behavior on momentary mood in daily life

ObjectiveGiven the increasing number of mental disorders, a growing body of studies now focuses on the relationship between physical activity (PA), sedentary behavior (SB), and mental health. However, momentary mechanisms and interrelatedness between PA, SB, and mood in daily life are highly understudied.MethodsTo investigate whether the composition of light physical activity (LPA), moderate-to-vigorous physical activity (MVPA), and SB influences mood, we conducted an Ambulatory Assessment study in the everyday life of 103 university students over five days. We measured PA and SB via accelerometers and assessed mood up to six times each day on smartphone diaries. We combined compositional data analyses (CoDA) with multilevel modeling to analyze within-person effects of the behavioral composition on mood.ResultsHigher ratio of the SB to LPA and MVPA composition within the 60 min prior to a diary rating negatively influenced valence (p = 0.006) and energetic arousal (p < 0.001). Furthermore, a higher ratio of LPA to SB and MVPA positively influenced energetic arousal (p < 0.001) and a higher ratio of MVPA to SB and LPA positively influenced valence (p = 0.004) and energetic arousal (p = 0.022). Simulation analyses revealed that replacing 20 min of SB with PA can influence mood rating up to 3.39 units [range from 0–100].ConclusionsFindings suggest that minutely replacements of SB with PA may lead to mood enhancements. Given the high prevalence of mental disorders, more studies are warranted to deepen the understanding of momentary compositional mechanisms between SB, PA, and mood. Applying CoDA to intensive longitudinal data can serve as a starting point to identify the optimal composition of SB, LPA, and MVPA for mood enhancements in everyday life.     

Investigating real-time physical activity behavior using ecological momentary assessment: Effects of mental fatigue and benefit-cost valuations

BackgroundCurrent research investigating the relationship between mental fatigue and physical activity behaviors relies on laboratory-based, experimental studies which lack ecological validity.ObjectiveThis study used ecological momentary assessment (EMA) to assess feelings of mental fatigue and subjective evaluations (benefits and costs) as predictors of moderate-to-vigorous intensity physical activity in the everyday lives of young adults.MethodsOne hundred participants (n = 22 males, n = 78 females, M_age = 20.60 years, 70% meeting or exceeding physical activity guidelines) responded to digital survey prompts up to four times a day and wore an accelerometer for seven consecutive days. Moderate-to-vigorous intensity physical activity in the 180-min time window following each survey prompt was recorded. Data from the 28 survey-moderate-to-vigorous intensity physical activity epochs were analyzed using multilevel mixed-effects linear modelling.ResultsHigher levels of mental fatigue than one’s average level were associated with engaging in fewer moderate-to-vigorous intensity physical activity minutes (p = .004) and lower benefit vs. cost scores (p = .001). Higher benefit vs. cost scores than one’s average level were associated with engaging in more minutes of moderate-to-vigorous intensity physical activity (p < .001).ConclusionsResults are the first to demonstrate outside the lab, that mental fatigue experienced in everyday life may amplify the perceived costs of moderate-to-vigorous intensity physical activity, with both factors playing a potential role in moderate-to-vigorous intensity physical activity decision-making. Future research may apply insights gained from this study in design and testing of real-time interventions promoting moderate-to-vigorous intensity physical activity.     

Effects of a single bout of moderate-to-vigorous physical activity on executive functions in children with attention-deficit/hyperactivity disorder: A systematic review and meta-analysis

ObjectivesThe aim of this study was to systematically review the literature investigating the acute effects of moderate-to-vigorous physical activity (MVPA) on executive functions (EFs) in children with attention-deficit/hyperactivity disorder (ADHD) and perform a meta-analysis of the effects of MVPA on task components that require lower and higher EF demand in this population.MethodsThe systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Six electronic databases, i.e., PubMed, Scopus, Web of Science, Embase, SPORTDiscus, and Education Resources Information Center (ERIC), were searched for eligible studies. Random-effects weights were used to pool the effect sizes. Publication bias was assessed by Egger’s regression test and Rosenthal’s fail-safe N. This study is registered on PROSPERO, number CRD42020184082.ResultsThe electronic database search yielded 12 studies, which met the inclusion criteria, comprising a total of 375 participants. Eleven studies with data from 275 participants were included in the meta-analysis to examine the acute effects of MVPA on tasks with lower and higher EF demand. A single bout of MVPA had a small positive effect on tasks with lower (n = 10, g = 0.32, 95% CI = 0.123–0.517) and higher (n = 10, g = 0.25, 95% CI = 0.13–0.371) EF demand. No publication bias was found.ConclusionsA single bout of MVPA may have a general facilitative effect on cognition, indicating that acute MVPA may be a transient nonpharmacological adjunctive treatment for childhood ADHD.     

Elementary schoolchildren's perceived competence and physical activity involvement: the influence of parents' role modelling behaviours and perceptions of their child's competence

ObjectivesTo study the influence of fathers' and mothers' physical activity involvement and perceptions of their children's physical competence upon children's perceptions of competence and children's time spent in physical activity. Two forms of parental socialization influence were assessed: the direct influence of parents' actual physical activity (PA) behaviour (role modelling) on children's physical activity and the indirect influence of parents' beliefs systems about their children's PA competence on children's physical activity through children's self perceptions.MethodsLongitudinal, with data from 152 French children (M=9.5 yrs, SD=0.8 yrs) and their parents collected at two times over a 12-month period and examined through structural equation modelling (SEM).ResultsSEM indicated that mothers' role modelling behaviour had a direct effect on children's time spent in PA and that mothers' beliefs about their child's competence had an indirect effect on children's PA by influencing children's perceived competence which, in turn, contributed to children's level of physical activity involvement. Fathers' beliefs directly influenced their child's PA as did the children's own self-perceptions of competence.ConclusionsParents can affect their children's PA involvement in direct and indirect manners through their role modelling of physical activity and through their beliefs about their child's competence. Furthermore, the influence of fathers and mothers may be manifested in different ways. Father and mother could influence their child's PA by different processes.     

Perceived willpower self-efficacy fluctuates dynamically with affect and distress intolerance

People may experience subjective shifts in their self-efficacy for exerting willpower over time and based on context, and people who struggle with self-control may be particularly vulnerable to willpower self-efficacy fluctuations. Across four samples (college students without borderline features: n = 49; borderline features group: n = 50; current smokers: n = 61; chronic dieters: n = 92), participants completed one week of ecological momentary assessment (EMA) where momentary self-efficacy for willpower, positive affect, negative affect, tiredness, and distress intolerance were assessed randomly seven times per day. Results revealed that higher willpower self-efficacy was associated with lower negative affect and greater positive affect, and, lower willpower self-efficacy predicted subsequent distress intolerance via time-lagged analyses for the borderline features group.     

Preschool children's joint block building during a guided play activity

Although children build in block areas both individually and jointly, little is known about the nature of children's behavior and communication in this play context with peers. We observed 4- and 5-year-old same-age, same-sex dyads (n = 38) during a guided play activity, which involved building a house with large colorful blocks. We analyzed children's communication and building behaviors, as well as the role of their coordinated behavior in the structures that they built. Children's spatial talk was associated with the features of a house included in structures, whereas children's building behavior was associated with the complexity of the structures. However, children's coordinated behavior during the interaction mediated the relations between spatial talk and the structures they built. Results are discussed in terms of the importance of encouraging joint guided block play activities in early childhood classrooms to provide children with opportunities to practice and expand their language, math, and spatial skills.     

Linguistic Acquisitional Style and Mentalising Development: The Role of Maternal Mind-mindedness

We investigated three main questions: (a) Is there consistency over time in mothers' mind-mindedness (the proclivity to treat one's child as an individual with a mind)? (b) Does mind-mindedness relate to children's subsequent mentalising development? and (c) Is mentalising development related to children's linguistic acquisitional style? Two measures of early vocabulary—proportion of common nouns and proportion of frozen phrases—were obtained at 20 months. Three measures of maternal mind-mindedness were taken: (a) mothers' reports of nonstandard words in their children's vocabularies; (b) mothers' meaningful interpretations of their children's early vocalizations; and (c) mothers' propensity to focus on their children's mental attributes at age 3. Children's mentalising abilities were assessed using the “false belief and emotion” task (Harris, Johnson, Hutton, Andrews, & Cooke, 1989) at age 5. There was clear evidence for consistency in mind-mindedness between 20 months and 3 years. All three measures of mind-mindedness were positively related to children's performance on the false belief and emotion task, but children's linguistic acquisitional style was not related to subsequent mentalising ability. These findings are interpreted as providing support for the view that caregivers' behavior is critical in helping children acquire a “theory of mind.”     

Ajustement rôle parental et rôle professionnel,un synchroniseur externe des rythmes attentionnels de l’enfant

The aim of this study was to investigate in families of two working parents the effects of parents’ work organisation and work-related stress on the level and rhythmicity of their children's attention in school. Four hundred and sixty children between five and 10 years of age, divided into three age groups, completed crossing-out tests. Each parent completed a coded and anonymous questionnaire. The results, analysed using a repeated measures ANOVA (α = 0.05), suggest that the mother's and father's work organisation and work-related stress impact on the child's attention differently according to age. Irregular professional activities, difficult to foresee and out of step with social life, as well as mental strain and accumulated stress could affect the regulatory function of the family on the child's receptiveness to learn at school.     

The combined effects of teacher-child and peer relationships on children's social-emotional adjustment

Teachers and peers represent two important dimensions of the classroom social ecology that have important implications for children's social-emotional adjustment. This study examined the combined effects of teacher-child relationships (TCR) and peer relationships for 6–7 year-old children on their social-emotional adjustment at 8–9 years. The sample was comprised of children and their teachers participating in the Longitudinal Study of Australian Children (n = 2857). Teachers reported on TCR, peer relationships, and children's emotional well-being, and children provided self-reported self-concept and school liking during a face-to-face interview. The analytic approach extends previous research by modeling TCR and peer relationships in combination, using cluster analysis to understand the nature of 6–7 year-old children's social relationships in the classroom. Five distinct profiles of children were identified: adaptive, teacher-oriented, teacher-child conflict prominent, non-adaptive, and invisible. The adaptive profile had the best outcomes on all three aspects of social-emotional adjustment at age 8–9; the non-adaptive profile had the poorest outcomes, and the invisible group was mid-range. The teacher-oriented and teacher-child conflict prominent groups had mixed outcomes for social-emotional adjustment. Implications for school psychologists and teachers are discussed.