# Pathways to Preschool Internalizing Problems: The Role of the Early Family Environment

> **NIH NIH F31** · UNIVERSITY OF NEBRASKA LINCOLN · 2021 · $46,036

## Abstract

Project Summary/Abstract
Internalizing problems emerging during preschool age are associated with future difficulties in academic
achievement, deficits in social and peer relations, and risk for psychopathology throughout the lifespan. Yet,
relative to other forms of socioemotional dysfunction such as externalizing problems, the early developmental
pathways leading to internalizing problems have received less attention. The overall objective of the present
study is to investigate family pathways that unfold during pregnancy and the highly sensitive period of infancy
and toddlerhood that ultimately impact internalizing problems during preschool age, and to examine the
differential effects of these pathways for children with varying degrees of temperamental fearfulness. Based on
prior theory and empirical evidence, it is expected that interparental relationship quality during pregnancy will
be associated with preschool internalizing problems. Further, it is hypothesized that the impact of the
interparental relationship on internalizing problems during preschool will be mediated by both mother-child and
father-child relationship quality during infancy and toddlerhood. Lastly, it is expected that the association
between parent-child relationship quality during infancy and toddlerhood and internalizing problems at
preschool age will be stronger to the extent that children are higher in observed temperamental fearfulness. To
test these hypotheses, the integrative, comprehensive construct of mutually responsive orientation (MRO) will
be observed in the interparental relationship during pregnancy and in both mother-child and father-child
relationships during infancy and toddlerhood as predictors of child internalizing problems during preschool age.
MRO captures a dyadic level of relationship quality comprised of coordinated routines, harmonious
communication, mutual cooperation, and emotional ambience (high MRO) and maladaptive qualities of the
relationship such as hostile communication, lack of responsiveness, and high levels of negative affect (low
MRO). Study aims will be pursued in an established sample of 159 families (mother, father, and child) who
have completed observational paradigms during pregnancy and are currently completing observational
paradigms when the target child turn 1 and 2 years of age. Lastly, mothers and fathers will be invited to
complete a survey of child internalizing problems when children turn 3.5 years of age. Findings are expected to
improve intervention and prevention efforts for preschoolers with internalizing problems by identifying
modifiable factors within the early family environment that ultimately impact the development of internalizing
problems.

## Key facts

- **NIH application ID:** 10163688
- **Project number:** 5F31HD100088-02
- **Recipient organization:** UNIVERSITY OF NEBRASKA LINCOLN
- **Principal Investigator:** Erin Ramsdell
- **Activity code:** F31 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2021
- **Award amount:** $46,036
- **Award type:** 5
- **Project period:** 2020-04-01 → 2023-03-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10163688

## Citation

> US National Institutes of Health, RePORTER application 10163688, Pathways to Preschool Internalizing Problems: The Role of the Early Family Environment (5F31HD100088-02). Retrieved via AI Analytics 2026-05-23 from https://api.ai-analytics.org/grant/nih/10163688. Licensed CC0.

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