Child Emotional Reactivity and Regulation: Parental Influences and Implications for Socioemotional and Academic Components of School Readiness
Datum
2021-11-23
Autor:innen
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University of Oregon
Zusammenfassung
The 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.
Beschreibung
Schlagwörter
Emotion Regulation, Emotion Socialization, Emotional Reactivity, School Readiness, Self-Regulation, Socioemotional Functioning