Top

Journal of Child and Family Studies

Gepubliceerd in:

05-03-2020 | Original Paper

Parental and Family-Level Sociocontextual Correlates of Emergent Emotion Regulation: Implications for Early Social Competence

Auteurs: Katie Kao, Charu T. Tuladhar, Amanda R. Tarullo

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 6/2020

Abstract

Objectives

Emotion regulation skills in early childhood are essential for healthy emotional and behavioral development, yet factors related to emergent emotion regulation during the early preschool period have not been extensively explored.

Methods

In the present study (N = 90), we specifically examine parental and family-level sociocontextual correlates in relation to emotion regulation skills in three-year-olds, a crucial time when the onset of several cognitive and socioemotional abilities are intertwined. We also investigate the role of these developing emotion regulatory capacities with behavioral problems and social competence.

Results

Children whose parents use more adaptive emotion regulation strategies (r = 0.33, p = 0.001) and who grow up in a higher income (r = 0.25, p = 0.02), less chaotic household (r = −0.30, p = 0.004) have better emergent emotion regulation. Additionally, better child emotion regulation skills are associated with more positive outcomes such as fewer behavioral problems (r = −0.46, p < 0.001) and more instrumental helping behaviors (r = 0.23, p = 0.04).

Conclusions

Findings indicate that identifying individual differences in emotion regulation earlier than most prior studies may be particularly important for fostering this crucial skill and overall psychological well-being in young children.

vorige artikel Mothers’ Experiences of Having an Adolescent Child with Depression: An Interpretative Phenomenological Analysis

volgende artikel Child–Mother Reappraisal and Child’s Anxiety Among Anxious and Non-Clinical Groups

Ackerman, B. P., & Brown, E. D. (2010). Physical and psychosocial turmoil in the home and cognitive development. In G. W. Evans & T. D. Wachs (Eds), Chaos and its influence on children’s development: an ecological perspective (pp. 35–47). Washington, DC, US: American Psychological Association.CrossRef

Bariola, E., Gullone, E., & Hughes, E. K. (2011). Child and adolescent emotion regulation: the role of parental emotion regulation and expression. Clinical Child and Family Psychology Review, 14(2), 198–212. https://doi.org/10.1007/s10567-011-0092-5.CrossRefPubMed

Bassett, H. H., Denham, S., Wyatt, T. M., & Warren‐Khot, H. K. (2012). Refining the preschool self-regulation assessment for use in preschool classrooms. Infant and Child Development, 21(6), 596–616. https://doi.org/10.1002/icd.1763.CrossRef

Biringen, Z., & Easterbrooks, M. A. (2012). Emotional availability: Concept, research, and window on developmental psychopathology. Development and Psychopathology, 24(01), 1–8. https://doi.org/10.1017/S0954579411000617.CrossRefPubMed

Blair, K., Denham, S., Kochanoff, A., & Whipple, B. (2004). Playing it cool: Temperament, emotion regulation, and social behavior in preschoolers. Journal of School Psychology, 42, 419–443.CrossRef

Blandon, A. Y., Calkins, S. D., Keane, S. P., & O’Brien, M. (2008). Individual differences in trajectories of emotion regulation processes: the effects of maternal depressive symptomatology and children’s physiological regulation. Developmental Psychology, 44(4), 1110–1123. https://doi.org/10.1037/0012-1649.44.4.1110.CrossRefPubMedPubMedCentral

Bridges, L. J., Denham, S. A., & Ganiban, J. M. (2004). Definitional issues in emotion regulation research. Child Development, 75(2), 340–345. https://doi.org/10.1111/j.1467-8624.2004.00675.x.CrossRefPubMed

Brody, G. H., & Flor, D. L. (1997). Maternal psychological functioning, family processes, and child adjustment in rural, single-parent, African American families. Developmental Psychology, 33(6), 1000–1011. https://doi.org/10.1037/0012-1649.33.6.1000.CrossRefPubMed

Brown, E. D., & Ackerman, B. P. (2011). Contextual risk, maternal negative emotionality, and the negative emotion dysregulation of preschool children from economically disadvantaged families. Early Education & Development, 22(6), 931–944. https://doi.org/10.1080/10409289.2010.508033.CrossRef

Carlson, S. M., Moses, L. J., & Claxton, L. J. (2004). Individual differences in executive functioning and theory of mind: an investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87(4), 299–319. https://doi.org/10.1016/j.jecp.2004.01.002.CrossRefPubMed

Cassano, M., Perry‐Parrish, C., & Zeman, J. (2007). Influence of gender on parental socialization of children’s sadness regulation. Social Development, 16(2), 210–231. https://doi.org/10.1111/j.1467-9507.2007.00381.x.CrossRef

Chang, L., Schwartz, D., Dodge, K. A., & McBride-Chang, C. (2003). Harsh parenting in relation to child emotion regulation and aggression. Journal of Family Psychology, 17(4), 598–606. https://doi.org/10.1037/0893-3200.17.4.598.CrossRefPubMedPubMedCentral

Chen, X., Chung, J., Lechcier-Kimel, R., & French, D. (2011). Culture and social development. In P. K. Smith & C. H. Hart (Eds), The Wiley-Blackwell handbook of childhood and social development. 2nd edn. (pp. 141–160). Malden, MA: Wiley-Blackwell.CrossRef

Clark, K. E., & Ladd, G. W. (2000). Connectedness and autonomy support in parent–child relationships: links to children’s socioemotional orientation and peer relationships. Developmental Psychology, 36(4), 485–498. https://doi.org/10.1037/0012-1649.36.4.485.

Cohen, J. S., & Mendez, J. L. (2009). Emotion regulation, language ability, and the stability of preschool children’s peer play behavior. Early Education & Development, 20(6), 1016–1037. https://doi.org/10.1080/10409280903305716.CrossRef

Cole, P. M., Dennis, T. A., Smith‐Simon, K. E., & Cohen, L. H. (2009). Preschoolers’ emotion regulation strategy understanding: relations with emotion socialization and child self‐regulation. Social Development, 18(2), 324–352. https://doi.org/10.1111/j.1467-9507.2008.00503.x.CrossRef

Compton, K., Snyder, J., Schrepferman, L., Bank, L., & Shortt, J. W. (2003). The contribution of parents and siblings to antisocial and depressive behavior in adolescents: a double jeopardy coercion model. Development and Psychopathology, 15(01), 163–182. https://doi.org/10.1017/S0954579403000099.CrossRefPubMed

Del Vecchio, T., & Rhoades, K. A. (2010). Bidirectional influences in mother-toddler dyads: an examination of the relative influence of mothers’ and children’s behaviors. Infant and Child Development, 19(5), 516–529. https://doi.org/10.1002/icd.674.CrossRefPubMedPubMedCentral

Denham, S., Blair, K., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: pathway to social competence? Child Development, 74, 238–256.CrossRef

Denham, S., & Kochanoff, A. T. (2002). Parental contributions to preschoolers’ understanding of emotion. Marriage & Family Review, 34(3–4), 311–343. https://doi.org/10.1300/J002v34n03_06.CrossRef

Dunfield, K. A., & Kuhlmeier, V. A. (2013). Classifying prosocial behavior: children’s responses to instrumental need, emotional distress, and material desire. Child Development, 84(5), 1766–1776. https://doi.org/10.1111/cdev.12075.CrossRefPubMed

Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review of Psychology, 51(1), 665–697. https://doi.org/10.1146/annurev.psych.51.1.665.CrossRefPubMed

Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., & Guthrie, I. K. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72(4), 1112–1134. https://doi.org/10.1111/1467-8624.00337.CrossRefPubMed

Eisenberg, N., Fabes, R. A., Karbon, M., Murphy, B., Wosinski, M., Polazzi, L., Juhnke, C. (1996). The relations of children’s dispositional prosocial behavior to emotionality, regulation, and social functioning. Child Development, 67, 974–992.CrossRef

Eisenberg, N., Fabes, R. A., Murphy, B., & Karbon, M., et al. (1994). The relations of emotionality and regulation to dispositional and situational empathy-related responding. Journal of Personality and Social Psychology, 66(4), 776–797. https://doi.org/10.1037//0022-3514.66.4.776.CrossRefPubMed

Eisenberg, N., Sadovsky, A., Spinrad, T. L., Fabes, R. A., Losoya, S. H., Valiente, C., & Shepard, S. A. (2005). The relations of problem behavior status to children’s negative emotionality, effortful control, and impulsivity: concurrent relations and prediction of change. Developmental Psychology, 41(1), 193–211. https://doi.org/10.1037/0012-1649.41.1.193.CrossRefPubMedPubMedCentral

Ellis, B. H., Alisic, E., Reiss, A., Dishion, T., & Fisher, P. A. (2014). Emotion regulation among preschoolers on a continuum of risk: The role of maternal emotion coaching. Journal of Child and Family Studies, 23(6), 965–974.CrossRef

Evans, G. W., Li, D., & Whipple, S. S. (2013). Cumulative risk and child development. Psychological Bulletin, 139(6), 1342–1396. https://doi.org/10.1037/a0031808.CrossRefPubMed

Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/BF03193146.CrossRefPubMed

Garber, J., Braafladt, N., & Zeman, J. (1991). The regulation of sad affect: an information-processing perspective. In J. Garber & K. A. Dodge (Eds), The development of emotion regulation and dysregulation (pp. 208–240). New York, NY: Cambridge University Press.CrossRef

Goodman, R. (1997). The Strengths and Difficulties Questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x.CrossRefPubMed

Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3–19. https://doi.org/10.1016/j.jsp.2006.09.002.CrossRefPubMedPubMedCentral

Gross, J. J. (1998). The emerging field of emotion regulation: an integrative review. Review of General Psychology, 2(3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271.CrossRef

Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362. https://doi.org/10.1037/0022-3514.85.2.348.CrossRefPubMed

Grusec, J. E., Hastings, P. D., & Almas, A. (2011). Helping and prosocial behavior. In C. Hart & P. Smith (Eds), Handbook of childhood social development. 2nd ed. (pp. 549–566). Malden, MA: Wiley-Blackwell.

Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73. https://doi.org/10.1016/j.tics.2008.11.003.CrossRefPubMedPubMedCentral

Hammond, S. I., Müller, U., Carpendale, J. I. M., Bibok, M. B., & Liebermann-Finestone, D. P. (2012). The effects of parental scaffolding on preschoolers’ executive function. Developmental Psychology, 48(1), 271–281. https://doi.org/10.1037/a0025519.CrossRefPubMed

Hanish, L. D., Eisenberg, N., Fabes, R. A., Spinrad, T. L., Ryan, P., & Schmidt, S. (2004). The expression and regulation of negative emotions: risk factors for young children’s peer victimization. Development and Psychopathology, 16(02), 335–353. https://doi.org/10.1017/S0954579404044542.CrossRefPubMed

Hastings, P. D., Miller, J. G., Kahle, S., & Zahn-Waxler, C. (2014). The neurobiological bases of empathic concern for others. Handbook of Moral Development, 2, 411–434.

Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J. -P., Krauthamer-Ewing, E. S., & Finlon, K. J. (2008). Accelerating the development of emotion competence in Head Start children: effects on adaptive and maladaptive behavior. Development and Psychopathology, 20(01). https://doi.org/10.1017/S0954579408000175.

Jaffe, M., Gullone, E., & Hughes, E. K. (2010). The roles of temperamental dispositions and perceived parenting behaviours in the use of two emotion regulation strategies in late childhood. Journal of Applied Developmental Psychology, 31(1), 47–59. https://doi.org/10.1016/j.appdev.2009.07.008.CrossRef

Karreman, A., van Tuijl, C., van Aken, M. A. G., & Deković, M. (2008). Parenting, coparenting, and effortful control in preschoolers. Journal of Family Psychology, 22(1), 30–40. https://doi.org/10.1037/0893-3200.22.1.30.CrossRefPubMed

Kim, J., & Cicchetti, D. (2009). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology: pathways linking maltreatment, emotion regulation, and psychopathology. Journal of Child Psychology and Psychiatry, 51(6), 706–716. https://doi.org/10.1111/j.1469-7610.2009.02202.x.CrossRefPubMed

Lazarus, R. S., & Alfert, E. (1964). Short-circuiting of threat by experimentally altering cognitive appraisal. The Journal of Abnormal and Social Psychology, 69(2), 195–205. https://doi.org/10.1037/h0044635.CrossRef

Liszkowski, U., Carpenter, M., Striano, T., & Tomasello, M. (2006). 12- and 18-month-olds point to provide information for others. Journal of Cognition and Development, 7(2), 173–187. https://doi.org/10.1207/s15327647jcd0702_2.CrossRef

Matheny, A. P., Wachs, T. D., Ludwig, J. L., & Phillips, K. (1995). Bringing order out of chaos: Psychometric characteristics of the confusion, hubbub, and order scale. Journal of Applied Developmental Psychology, 16(3), 429–444. https://doi.org/10.1016/0193-3973(95)90028-4.CrossRef

Moore, C. (2007). Understanding self and other in the second year. In C. A. Brownell & C. B. Kopp (Eds), Socioemotional development in the toddler years: transitions and transformations (pp. 43–65). New York, NY: Guilford Press.

Morris, A., Silk, J., Morris, M., Steinberg, L., Aucoin, K., & Keyes, A. (2011). The influence of mother-child emotion regulation strategies on children’s expression of anger and sadness. Developmental Psychology, 47, 213–225.CrossRef

Morris, A. S., Silk, J. S., Steinberg, L., Sessa, F. M., Avenevoli, S., & Essex, M. J. (2002). Temperamental vulnerability and negative parenting as interacting predictors of child adjustment. Journal of Marriage and Family, 64(2), 461–471. https://doi.org/10.1111/j.1741-3737.2002.00461.x.CrossRef

Morris, S. A., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361–388. https://doi.org/10.1111/j.1467-9507.2007.00389.x.CrossRefPubMed

Murphy, B. C., Shepard, S. A., Eisenberg, N., Fabes, R. A., & Guthrie, I. K. (1999). Contemporaneous and longitudinal relations of dispositional sympathy to emotionality, regulation, and social functioning. The Journal of Early Adolescence, 19(1), 66–97. https://doi.org/10.1177/0272431699019001004.CrossRef

Pipp-Siegel, S., & Biringen, Z. (2000). Assessing the quality of relationships between parents and children: the emotional availability scales. Volta Review, 100(5), 237–249.

Raver, C. C., Blair, C., & Willoughby, M. (2013). Poverty as a predictor of 4-year-olds’ executive function: New perspectives on models of differential susceptibility. Developmental Psychology, 49(2), 292–304. https://doi.org/10.1037/a0028343.CrossRefPubMed

Raver, C. C., Blair, C., & Garrett-Peters, P., Family Life Project Key Investigators. (2015). Poverty, household chaos, and interparental aggression predict children’s ability to recognize and modulate negative emotions. Development and Psychopathology, 27(03), 695–708. https://doi.org/10.1017/S0954579414000935.CrossRefPubMed

Robinson, L. E., Rudisill, M. E., & Goodway, J. D. (2009). Instructional climates in preschool children who are at-risk. Part II: perceived physical competence. Research Quarterly for Exercise and Sport, 80(3), 543–551. https://doi.org/10.1080/02701367.2009.10599592.CrossRefPubMed

Scrimgeour, M., Davis, E., & Buss, K. (2016). You get what you get and you don’t throw a fit!: Emotion socialization and child physiology jointly predict early prosocial development. Developmental Psychology, 52, 102–116.CrossRef

Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: the development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906–916. https://doi.org/10.1037//0012-1649.33.6.906.CrossRefPubMed

Shipman, K. L., Schneider, R., Fitzgerald, M. M., Sims, C., Swisher, L., & Edwards, A. (2007). Maternal emotion socialization in maltreating and non‐maltreating families: implications for children’s emotion regulation. Social Development, 16(2), 268–285. https://doi.org/10.1111/j.1467-9507.2007.00384.x.CrossRef

Silk, J. S., Shaw, D. S., Forbes, E. E., Lane, T. L., & Kovacs, M. (2006). Maternal depression and child internalizing: the moderating role of child emotion regulation. Journal of Clinical Child & Adolescent Psychology, 35(1), 116–126. https://doi.org/10.1207/s15374424jccp3501_10.CrossRef

Spinrad, T. L., Eisenberg, N., Cumberland, A., Fabes, R. A., Valiente, C., Shepard, S. A., & Guthrie, I. K. (2006). Relation of emotion-related regulation to children’s social competence: a longitudinal study. Emotion, 6(3), 498–510. https://doi.org/10.1037/1528-3542.6.3.498.CrossRefPubMedPubMedCentral

Svetlova, M., Nichols, S. R., & Brownell, C. A. (2010). Toddlers’ prosocial behavior: from instrumental to empathic to altruistic helping. Child Development, 81(6), 1814–1827. https://doi.org/10.1111/j.1467-8624.2010.01512.x.CrossRefPubMedPubMedCentral

Thompson, R. A., & Meyer, S. (2007). The socialization of emotion regulation in the family. In J. Gross (Ed.), Handbook of emotion regulation. New York, NY: Guilford Press.

Vernon-Feagans, L., Garrett-Peters, P., Willoughby, M., & Mills-Koonce, R. (2012). Chaos, poverty, and parenting: predictors of early language development. Early Childhood Research Quarterly, 27(3), 339–351. https://doi.org/10.1016/j.ecresq.2011.11.001.CrossRefPubMedPubMedCentral

Warneken, F., & Tomasello, M. (2007). Helping and cooperation at 14 months of age. Infancy, 11(3), 271–294. https://doi.org/10.1111/j.1532-7078.2007.tb00227.x.CrossRef

Woodward, A. L. (1998). Infants selectively encode the goal object of an actor’s reach. Cognition, 69(1), 1–34. https://doi.org/10.1016/S0010-0277(98)00058-4.CrossRefPubMed

Yap, M. B. H., Allen, N. B., Leve, C., & Katz, L. F. (2008). Maternal meta-emotion philosophy and socialization of adolescent affect: The moderating role of adolescent temperament. Journal of Family Psychology, 22(5), 688–700. https://doi.org/10.1037/a0013104.CrossRefPubMed

Zahn-Waxler, C., Radke-Yarrow, M., Wagner, E., & Chapman, M. (1992). Development of concern for others. Developmental Psychology, 28(1), 126–136. https://doi.org/10.1037/0012-1649.28.1.126.CrossRef

Zhou, Q., Hofer, C., Eisenberg, N., Reiser, M., Spinrad, T. L., & Fabes, R. A. (2007). The developmental trajectories of attention focusing, attentional and behavioral persistence, and externalizing problems during school age years. Developmental Psychology, 43(2), 369–385. https://doi.org/10.1037/0012-1649.43.2.369.CrossRefPubMedPubMedCentral

Titel: Parental and Family-Level Sociocontextual Correlates of Emergent Emotion Regulation: Implications for Early Social Competence
Auteurs: Katie Kao
Charu T. Tuladhar
Amanda R. Tarullo
Publicatiedatum: 05-03-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 6/2020
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-020-01706-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Objectives

Methods

Results

Conclusions

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2020

Maternal Substance Use and Child Emotion Regulation: The Mediating Role of Parent Emotion Socialization

The Role of Self-Compassion in the Relationship between Post-Traumatic Growth and Psychological Distress in Caregivers of Children with Autism

School Adaptation of Migrant Children in Shanghai: Accessing Educational Resources and Developing Relations

Associations between Mothers’ Work-Family Conflict and Children’s Psychological Well-being: The Mediating Role of Mothers’ Parenting Behavior

Mothers’ Experiences of Having an Adolescent Child with Depression: An Interpretative Phenomenological Analysis

Real-world Outcomes of PCIT for Children at Risk of Autism or Developmental Delay