Child Emotional Reactivity and Regulation: Parental Influences and Implications for Socioemotional and Academic Components of School Readiness

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dc.contributor.advisorGiuliani, Nicole
dc.contributor.authorHarrington, Ellie
dc.date.accessioned2021-11-23T15:05:33Z
dc.date.available2021-11-23T15:05:33Z
dc.date.issued2021-11-23
dc.description.abstractThe dissertation titled “Child Emotional Reactivity and Regulation: Parental Influences and Implications for Socioemotional and Academic Components of School Readiness” investigates how child and caregiver factors impact emotion regulation in preschoolers (defined here as ages 3-5), and how emotion regulation then affects measures of socioemotional and academic school readiness. In this cross-sectional study, mothers and their biological children participated in video recorded parent-child interactions, from which we coded maternal and child emotion regulation strategies, as well as child negative affect. Child academic school readiness was directly assessed in the lab after the parent-child interaction, and child socioemotional functioning was assessed via parent report. These data were used to test the following research questions: 1) To what extent do preschool-aged children utilize emotion regulation strategies modeled by their mothers?; 2) To what extent does negative affect moderate the usage of children’s emotion regulation strategies?; 3) How do emotion regulation strategies used by preschool-aged children relate to scores on standardized socioemotional and academic school readiness screeners? Determining how children learn to engage in emotion regulation strategies, and investigating the correspondence between certain emotion regulation strategies and school readiness, is an important consideration for prevention of academic and behavioral problems at school entry. Additionally, understanding how children’s levels of negative emotionality impacts their ability to engage in more adaptive emotion regulation strategies may help determine which children may benefit from early intervention to mitigate the negative effects of emotional dysregulation on academic and socioemotional competence.en_US
dc.identifier.urihttps://hdl.handle.net/1794/26835
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectEmotion Regulationen_US
dc.subjectEmotion Socializationen_US
dc.subjectEmotional Reactivityen_US
dc.subjectSchool Readinessen_US
dc.subjectSelf-Regulationen_US
dc.subjectSocioemotional Functioningen_US
dc.titleChild Emotional Reactivity and Regulation: Parental Influences and Implications for Socioemotional and Academic Components of School Readiness
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Special Education and Clinical Sciences
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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