Emotional self-regulation in preschoolers: The interplay of child approach reactivity, parenting, and control capacities.

Abstract

This study examined whether child temperamental approach reactivity moderated the association between 2 factors, parenting and child control capacities and child emotional self-regulation. Participants (N ϭ 113) were 3-and 4-year-olds (M ϭ 48 months, SD ϭ 5.78) and their mothers. Emotional self-regulation was measured as observed persistence and frustration and as maternal report of compliance. Parental approach, avoidance, control, and warmth were observed during play and a frustrating wait. Child approach reactivity and control capacities (inhibitory control and soothability) were assessed via maternal report. Results suggested that maternal approach during the wait was associated with persistence and frustration, whereas maternal warmth during the play was associated with compliance. These effects, and those of child control capacities, depended on the level of child approach. The implications of reactivity-control interactions and parent-child goodness-of-fit for emotional selfregulation are discussed.Keywords: emotional self-regulation, approach/avoidance, goodness-of-fit, reactivity and control process interactions During the preschool years, advances in several core capacities transform children's behavior and emotion. Of these, emotional self-regulation is one of the most crucial. It reflects the ability to initiate behavioral and emotional changes during emotionally charged situations in order to meet goals and manage arousal and predicts current and later adjustment (Denham, 1998;Kopp, 1982;Saarni, 1999;Shoda, Mischel, & Peake, 1990). In early childhood, persistence during challenges, frustration tolerance, and compliance with caregiver demands are hallmarks of successful emotional self-regulation (Eisenberg et al., 2001;Kochanska, 1993).Findings from diverse disciplines in psychology suggest that emotional self-regulation emerges out of the interplay between two powerful sets of influences: reactivity, or arousability of physiological, emotional, and behavioral systems, and control processes, or modulation of reactivity to meet goals (Carver, Sutton, & Scheier, 2000;Derryberry & Rothbart, 1997;Davidson & Fox, 1989;Davidson et al., 2002;Fox, 1994;Posner & Rothbart, 2000). Among the most fundamental dimensions of reactivity are approach and avoidance in response to novel, unfamiliar, and challenging situations. Approach reflects sensitivity to rewards, emotional exuberance and excited anticipation for pleasurable activities, and behavioral approach to novelty and challenge. In contrast, avoidance reflects sensitivity to potential threats, fear and shyness, and behavioral withdrawal and inhibition in response to novelty and challenge (Carver, 2004;Derryberry & Rothbart, 1997;Kagan, 1999;Panksepp, 1998). Approach and avoidance likely represent separable but interacting systems rather than a continuum of reactivity, given evidence of distinct neurological and psychological underpinnings (e.g., Coan, Allen, & HarmonJones, 2001;Davidson, 2000;Derryberry & Rothbart, 1997;Fowles, 1994;Fox, 1994;Gray & McNaught...

Studying Children's Intrapersonal Emotion Regulation Strategies from the Process Model of Emotion Regulation

“…This provides more information about approach and avoidance as forms of emotion regulation and not just as part of self-regulation as previously studied in the developmental literature (e.g., Dennis, 2006).…”

“…None of these studies considered the component of situation selection, which involves approaching or avoiding a stimulus or a situation to feel a particular way. Although children's approach and avoidance behaviours have been considered as a component of self-regulation (i.e., the ability to inhibit or initiate a response if needed; Dennis, 2006), it has not been considered as a possible ER strategy.…”

Mother-Child Emotional Availability and Preschooler's preschool adjustment: - Mediating effect of preschooler's effortful control

“…선행연구에 따르면 유 아의 성 (Lee, 2004;Yang, 2007), 연령 (Yang, 2007), 기 질 (Bae & Lim, 2013;Yang, 2007)과 같은 개인적 특성과 가정환경, 어머니의 양육행동, 어머니-유아의 관계의 질과 같은 양육 관련 변인 (Lee, 2004;Lee & Seo, 2006;Moon, 2007;Song, 2004;Yang, 2007), 유아교육기관의 질적 측면 (Ahn, 2002;Lee, 2001 (Bornstein & Lamb, 2008), 이때 신뢰와 애정 및 관심과 기쁨이 상호 균형을 이룰 때 유아의 발달 에 긍정적인 도움이 된다 (Emde, 1980). 어머니와 유아 간 정서적인 교류는 정서의 표현과 의사소통에 있어서의 어 머니와 유아 간 상호성의 양식을 의미하는데 (Bornstein & Lamb, 2008), Biringen et al (1998)은 민감성 (Ainsworth et al, 1978)과 유아의 자율성을 촉진시키는 어머니의 정 서적 가용성 (Emde, 1980;Mahler et al, 1975) (Denham, et al, 1991;Dumas & Lafreniere, 1993;Kwon, 2002) (Dennis, 2006;Kochanska et al, 2000;Kochanska et al, 2008;Lengua, et al, 2007;Little & Carter, 2005;Rakes et al, 2007;Volling et al, 2002). (Caspi et al, 1995;Hill, 2003;Lengua et al, 2007;Raver et al, 1999), 교사의 지시를 잘 따르며, 정 해진 시간에 과제를 잘 마무리하며, 집단에서 자신감을 잘 보이고 적절하게 대응하며 교사와의 갈등 상황에서 감 정을 잘 조절하며 (Moon, 2010), 학교생활을 좋아하는 것 으로 나타났다 (Valente, et al, 2007).…”

Emotionsregulationsstrategien und aggressives Verhalten im Kindergartenalter

“…Es zeigte sich, dass Kinder, die sich im Kindergartenalter schwerer beruhigen ließen, seltener Regeln von Erwachsenen befolgten (Dennis, 2006) und in späteren Jahren mehr externalisierende Verhaltensprobleme aufwiesen (Rydell, Berlin, Bohlin, 2003 Denham et al, 2003;Maughan, Cicchetti, Toth, Rogosch, 2007). Kinder mit einem starken negativen Emotionsausdruck -sowohl in Elterneinschätzung als auch in freier Beobachtung -wiesen mehr aggressives bzw.…”