Emotion Regulation, Parenting and Display of Social Reticence in Preschoolers

Rubin, Kenneth H.; Cheah, Charissa S. L.; Fox, Nathan A.

doi:10.1207/s15566935eed1201_6

Cited by 152 publications

(170 citation statements)

References 29 publications

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“…Children, who exhibited early withdrawn and socially reticent behavior, demonstrated less adaptive emotional regulation and affective engagement in the classroom at the end of the year. This replicates findings from previous research indicating that socially inhibited behavior problems are inversely related to adaptive self-regulation skills and engagement with peers (Bulotsky-Shearer & Fantuzzo, 2004;Eisenberg, Shepard, Fabes, Murphy, & Guthrie, 1998;Rubin, Cheah, & Fox, 2001;Spinrad et al, 2004). Shields and Cicchetti (1997) suggest that withdrawn children may lack foundational skills such as flexibility, emotional understanding, and communication skills that underlie regulatory difficulties.…”

Section: Emotion Regulationsupporting

confidence: 86%

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Fantuzzo

Bulotsky‐Shearer

Fusco

et al. 2005

Early Childhood Research Quarterly

111

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The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment problems were assessed early in the year by the Adjustment Scales for Preschool Intervention (ASPI) across multiple, routine preschool classroom situations. Outcomes assessed at the end of the year included emotion regulation, peer play in the home and neighborhood context, and approaches to learning. Socially negative behavior in the classroom predicted emotional lability, maladaptive learning behaviors, and disruptive social play in the home at the end of the year. Withdrawn behavior uniquely predicted lower affective engagement in the classroom and disconnection from peers in the home context. Findings provide predictive validity for the ASPI. Implications for policy, practice and future research are discussed.

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Section: Emotion Regulationsupporting

confidence: 86%

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Fantuzzo

Bulotsky‐Shearer

Fusco

et al. 2005

Early Childhood Research Quarterly

111

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“…In line with these results, other studies have shown a strong relationship between a maternal over-controlling style and higher degrees of social withdrawal and reticent behaviour in shy children [38,39]. Furthermore, overprotective parenting style, as opposed to sensitive parenting style of mothers, is a predictor of greater stability in inhibited child behaviour over time [40].…”

Section: Shyness Parenting Style and Maladjustmentsupporting

confidence: 73%

Shyness and Psychological Adjustment During Adolescence: The Moderating Role of Parenting Style

Tani¹,

Ponti²,

Smorti³

2014

TOPSYJ

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Although shyness constitutes a risk factor for maladjustment, parenting style may influence these developmental trajectories during childhood. Little is known about the role of parental style in the relationship between shyness and psychological adjustment during adolescence.Aims: To explore the relationship between shyness and parenting style and to analyse the moderating role of the quality of parenting in the relationship between shyness and internalizing difficulties during adolescence.Method: 787 11 to 19 year-old participants (divided in early and late adolescents) were recruited for this study. Participants completed Revised Cheek and Buss Shyness Scale, Parental Bonding Instrument and internalizing scale of Youth Self Report.Results: Shy adolescents perceived parents to be less warm and close, less encouraging of their autonomy and independence, and more overprotective and intrusive than did other participants. During early-adolescence participants who perceived their parents as supportive and not intrusive showed significantly fewer internalizing problems related to shyness.

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“…Contemporaneous and predictive links between parental overprotectiveness, overcontrol, and intrusion and children's socially wary and withdrawn behavior have been reported in several studies (e.g., Barber et al 1994;Coplan et al 2004;Lieb et al 2000;Mills & Rubin 1998;Rubin et al 1997Rubin et al , 2001. Taken together, these findings support earlier, classic writings pertaining to the role of parental overprotectiveness in the development of anxiety and social withdrawal (Levy 1943, Winder & Rau 1962.…”

Section: Parentingsupporting

confidence: 85%

Social Withdrawal in Childhood

Hipson¹,

Coplan²

2017

Encyclopedia of Evolutionary Psychological Science

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Socially withdrawn children frequently refrain from social activities in the presence of peers. The lack of social interaction in childhood may result from a variety of causes, including social fear and anxiety or a preference for solitude. From early childhood through to adolescence, socially withdrawn children are concurrently and predictively at risk for a wide range of negative adjustment outcomes, including socio-emotional difficulties (e.g., anxiety, low self-esteem, depressive symptoms, and internalizing problems), peer difficulties (e.g., rejection, victimization, poor friendship quality), and school difficulties (e.g., poor-quality teacher-child relationships, academic difficulties, school avoidance). The goals of the current review are to (a) provide some definitional, theoretical, and methodological clarity to the complex array of terms and constructs previously employed in the study of social withdrawal; (b) examine the predictors, correlates, and consequences of child and early-adolescent social withdrawal; and (c) present a developmental framework describing pathways to and from social withdrawal in childhood.

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Emotion Regulation, Parenting and Display of Social Reticence in Preschoolers

Cited by 152 publications

References 29 publications

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Shyness and Psychological Adjustment During Adolescence: The Moderating Role of Parenting Style

Social Withdrawal in Childhood

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