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Gepubliceerd in: Child Psychiatry & Human Development 5/2019

16-04-2019 | Original Article

Children’s Emotional Self-Regulation in the Context of Adversity and the Association with Academic Functioning

Auteurs: Frédérique Michaud Dumont, George M. Tarabulsy, Audette Sylvestre, Julien Voisin

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 5/2019

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Abstract

The aims of this study were to study reciprocal interactions between emotion regulation skills, association of these skills with children’s school functioning and how these underlying skills develop in children in the context of adversity. 48 children (mean age = 5 years 8.2 months) were divided into an adversity risk group and a low-risk group. Emotional regulation was assessed via an emotion identification task, a Stroop task and near-infrared spectroscopy. School functioning was documented using the Social Skills Improvement System with parents and teachers. During the Stroop task, there was a difference in the activation of the right Brodmann area 8 in both groups. During the emotion regulation tasks, BA8L and BA9R showed activation and an association with school functioning. These results contribute to the accuracy of cerebral mapping associated with emotion regulation and support its potential contribution in preventive programs aimed at the functioning of children at risk of school difficulties.
vorige artikel Anger and Sadness Regulation in Refugee Children: The Roles of Pre- and Post-migratory Factors
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Metagegevens
Titel
Children’s Emotional Self-Regulation in the Context of Adversity and the Association with Academic Functioning
Auteurs
Frédérique Michaud Dumont
George M. Tarabulsy
Audette Sylvestre
Julien Voisin
Publicatiedatum
16-04-2019
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development / Uitgave 5/2019
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-019-00888-3

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