scholarly journals Early Behavioral Inhibition and Emotion Regulation: Pathways Toward Social Competence in Middle Childhood

2015 ◽  
Vol 86 (4) ◽  
pp. 1227-1240 ◽  
Author(s):  
Elizabeth C. Penela ◽  
Olga L. Walker ◽  
Kathryn A. Degnan ◽  
Nathan A. Fox ◽  
Heather A. Henderson
Keyword(s):  
Emotion Regulation ◽  
Social Competence ◽  
Middle Childhood ◽  
Behavioral Inhibition

Cheering My Friends Up: The Unique Role of Interpersonal Emotion Regulation Strategies in Social Competence

2021 ◽  
pp. 026540752110542
Author(s):  
Kyongboon Kwon ◽  
Belén López-Pérez
Keyword(s):  
Emotion Regulation ◽  
Social Competence ◽  
Peer Group ◽  
Systematic Investigation ◽  
Fifth Grade ◽  
Affective Engagement ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Peer Nominations ◽  
Interpersonal Domain

A systematic investigation has been lacking regarding children’s deliberate regulation of others’ emotions which is labeled interpersonal emotion regulation (ER). Based on a theoretically derived model of Interpersonal Affect Classification, we examined children’s interpersonal ER strategy use in the peer group. Participants were 398 fourth and fifth grade children from the Midwestern United States. Children rated themselves regarding their use of intrapersonal and interpersonal ER strategies as well as attention to friends’ emotions. Teacher-report and peer nominations were used to assess social competence regarding prosocial behavior and emotion sharing. Awareness of and attention to friends’ emotions were positively and more strongly associated with interpersonal ER than intrapersonal ER. Children reported affective engagement most strongly followed by humor, cognitive engagement, and attention to improve friends’ feelings. Among the four interpersonal ER strategies, only affective engagement was uniquely associated with social competence; intrapersonal ER was not associated with social competence. The findings support the significance of broadening the focus of ER to the interpersonal domain to promote the development of children’s ER and social competence.

Outcomes of temperamental inhibition in young children are moderated by attentional biases

2016 ◽  
Vol 41 (6) ◽  
pp. 696-703 ◽  
Author(s):  
Jie He ◽  
Shuyi Zhai ◽  
Weiyang Wu ◽  
Liyue Lou
Keyword(s):  
Longitudinal Study ◽  
Social Competence ◽  
Behavioral Inhibition ◽  
Behavioral Observation ◽  
Internalizing Behaviors ◽  
Attentional Biases ◽  
Cueing Task ◽  
Increased Risk ◽  
Parental Reports ◽  
Reward Bias

The current longitudinal study examined the association of temperamental inhibition (assessed by behavioral observation and parental reports) at three years old with reward and punishment bias (measured by a spatial cueing task) and mothers’ and teachers’ reports of internalizing behaviors and social competence at five years old in 153 Chinese children. As predicted, behavioral inhibition positively predicted later mother-rated internalizing behaviors. In addition, punishment bias moderated this relation such that children with higher punishment bias showed a positive inhibition–internalizing link. Furthermore, inhibition negatively predicted both mother-rated and teacher-rated social competence. However, novel findings were that reward bias moderated the relation between inhibition and teacher-rated social competence, such that inhibited children showed an increased risk of low competence when they had lower reward bias.

Disorganized/controlling attachments, emotion regulation, and emotion communication in later middle childhood

2021 ◽  
Vol 76 ◽  
pp. 101324
Author(s):  
Laura E. Brumariu ◽  
Kathryn A. Kerns ◽  
Kathryn R. Giuseppone ◽  
Karlen Lyons-Ruth
Keyword(s):  
Emotion Regulation ◽  
Middle Childhood

scholarly journals The Relationship between Maternal Acceptance-Rejection Levels and Preschoolers’ Social Competence and Emotion Regulation Skills

2017 ◽  
Vol 6 (2) ◽  
pp. 305 ◽  
Author(s):  
Dilan Bayindir ◽  
Gulcin Guven ◽  
Turker Sezer ◽  
Ezgi Aksin-Yavuz ◽  
Elif Yilmaz
Keyword(s):  
Emotion Regulation ◽  
Social Competence ◽  
Emotional Regulation ◽  
Personal Information ◽  
Emotional Reactions ◽  
Survey Method ◽  
Cluster Sampling ◽  
Acceptance Level ◽  
Maternal Acceptance ◽  
The Relationship

The purpose of this research was to examine the relationship between maternal acceptance-rejection levels and preschool children’s social competence and emotion regulation skills. The study group of the research, which was designed in survey method, consisted of 303 voluntary mother-child dyad. The participant children were attending a preschool in 2014-2015 academic year, in Istanbul and they were selected by random cluster sampling method. The “Personal Information Form”, the “Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ)”, the “Social Competence and Behavior Evaluation-30 (SCBE-30)” and the “Emotion Regulation Checklist” were used as data collection tools.As a result of the study, it has been found that there is a positive significant relationship between maternal acceptance level and children’s “Social Competence” subscale of SCBE-30 and their emotional regulation skills. In addition to this result, it has been found that maternal acceptance level didn’t differentiated according to age and gender of the child; however the average scores of PARQ’s “Warmth/Affection” subscale have been differentiated in favor of the girls. It has been found that “Social Competence” and “Anger-Aggression” subscales of SCBE-30 were significantly differentiated according to gender; “Anger-Aggression” scores of the boys were higher than the girls, whereas “Social Competence” scores of the girls were higher than the boys. Moreover, it has been found that “Lability-Negativity” subscale scores of Emotion Regulation Checklist have been differentiated according to gender; girls showing less labile/negative emotional reactions. Finally, it has been found that child’s social competence and emotional regulation skills increase as the age increases.

Parents' optimism is related to their ratings of their children's behaviour

2006 ◽  
Vol 20 (6) ◽  
pp. 421-445 ◽  
Author(s):  
Kati Heinonen ◽  
Katri Räikkönen ◽  
Michael F. Scheier ◽  
Anu‐Katriina Pesonen ◽  
Pertti Keskivaara ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Social Competence ◽  
Middle Childhood ◽  
Negative Affectivity ◽  
The Other ◽  
Child Gender ◽  
Component Score ◽  
Children’S Behaviour ◽  
Shed Light ◽  
Positive And Negative Affectivity

Associations between parents' dispositional optimism‐pessimism (LOT‐R) and their ratings of their children's behaviour were studied prospectively from infancy (M = 6.3, SD = 1.3 months) to middle childhood (M = 5.5, SD = 0.23 years) (n = 212). One parent's higher optimism (overall LOT‐R and component score) and/or lower pessimism (component score) at infancy predicted the same parent's own but not the other parent's ratings of the child's behaviour as less internalising and less externalising, and socially more competent and greater in self‐mastery in middle childhood, even when controlling for child's positive and negative affectivity 5 years earlier. Ratings of lower negative affectivity in their infant predicted the same parent's increasing optimism and decreasing pessimism over 5 years. The associations between parental optimism and the child's social competence and self‐mastery survived after adjustments for parental neuroticism and depressive symptoms. Neither parent nor child gender systematically moderated the associations. The current findings shed light on the developmental paths of children's positive behavioural outcomes. (n = 144). Copyright © 2006 John Wiley & Sons, Ltd.

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