than children who moved from control to externalizing or internalizing status (with this pattern being stronger for externalizing problems). Sadness was also associated with an increase in externalizing status or with a stable externalizing status. In addition, reductions in externalizing (but not internalizing) problems or a consistently low externalizing status tended to be related to relatively high EC and low impulsivity, especially as reported by teachers. Thus, change in status in internalizing problems was related to change in negative emotionality but not EC or impulsivity, whereas change in externalizing status tended to be associated with fluctuations in negative emotionality, EC, and impulsivity.
