Emotions such as sadness are expected to underlie some internalizing problems, and frequently have been related to them (Blumberg & Izard, 1985; Eisenberg et al., 2001; Muris et al., 2004; Zeman et al., 2002). These emotions may predispose children to internalizing symptoms; moreover, the negative experiences that anxious or withdrawn (internalizing) children are likely to encounter may increase their dispositional sadness. In fact, there is typically some overlap in measures of internalizing problems and temperamental sadness, and investigators sometimes remove conceptually overlapping items from one or both scales when they examine relations between these constructs (Eisenberg, Sadovsky, et al., 2005; Lemery et al., 2002; Lengua et al., 1998). Nonetheless, relations between internalizing problems and sadness and related emotions have not always been found, especially when different reporters provided information on the two constructs or when facial expressions were used to assess emotion (Blumberg & Izard, 1985; Keltner, Moffitt, & Stouthamer-Loeber, 1995; Zahn-Waxler et al., 1994). There often may be a discrepancy between children’s felt emotions and what they express or what is measured. In addition, social withdrawal, a type of
