For the measures of EC, 3 of 10 analyses were significant: Teacher-reported SL versus D status was predicted by higher attention, inhibitory control, and observed persistence. In addition, teacher-rated SL status was predicted by high parent-rated impulsivity (in 1 of 4 analyses; note that findings in nonbold italicized typeface in Table 7 were not significant in this set of analyses). Finally, SL status was predicted by lower teacher-reported anger (1 of 4 analyses) and sadness (2 of 4 analyses). Thus, there was a modest tendency for an increase in INT problems over time, in comparison to stably low status, to be predicted by low EC and high negative emotion.
