Understanding children's self-regulation within different classroom contexts

In this study, children's self-regulation was observed, along with other social and academic activities in kindergarten classrooms during whole group, small group, transition and play contexts. We examined how children's self-regulation and engagement differed among classroom grouping, play and transition contexts. Results showed that students respond to opportunities for self-regulation significantly more often in small group and play contexts. Similarly, children demonstrate the highest engagement in play and small group contexts. Given that adults and other children comprise an important part of the environment for children's self-regulation, we also examined whether there were differences in the number of interactions children have with other children and educators across academic, social and play activities, and how these interactions broke down by classroom context. Findings have practical implications for educators working in early years settings; classroom grouping, play and transition contexts set the scene for children's engagement and opportunities to self-regulate.     

Parents' perezhivanie supports children's development of emotion regulation: a holistic view

Parents play an influential role in children's emotional development. Numerous quantitative studies have examined the correlations between a single dimension of parents' emotion socialisation practices (e.g. parental emotion expression or attitudes) and children's emotional development. However, little attention has been paid to a holistic view of parents' role in children's emotional development. Drawing upon a cultural-historical theory, this study takes a holistic perspective for examining how parents create the conditions for children's emotional development in everyday family life. Data (n?=?61 hours of video observation and interviewing) collected from four families of preschool children in Australia suggest that parents' perezhivanie supports the development of children's emotion regulation. It is argued that perezhivanie must be conceptualised as a collective unity of affect, intellect, and act that reflects both the subject and the environment in researching children's emotional development. Practical suggestions for supporting the pedagogical practices of families and for framing professional training programmes are also provided.     

Child care teachers' strategies in children's socialization of emotion

An observational study was conducted to examine teachers' emotional socialization strategies in three child care centers. Qualitative analysis of the data suggests that teachers in child care centers respond to children's emotional expressions with various strategies. Teachers clearly expressed a preference for positive emotion through verbal reinforcement. They encouraged not only children's smiles, laughter and affection-seeking behaviors, but also their empathy toward other children. The teachers in the current study also instruct children about constructive ways of expressing emotion. Negative responses to children's emotional expressions imply that some teachers' emotional socialization practices need to be improved. The implications of a teacher-training program focusing on facilitating emotional competence are suggested.     

The regulation of fear: the contribution of inhibition and emotion socialisation

In this study, we investigated the contribution of inhibition and maternal socialisation of children's fear to observed emotion regulation during a fear induction. Fifty-three parent–child dyads (M_age?=?3.76 years) participated. Parents completed a series of questionnaires, and parent–child dyads were observed during a fear induction. Children's behaviour was coded for latency to approach the fear stimulus, expressions of fear, and regulation of emotion during the fear episode. Inhibition positively predicted orientation to mother and negatively predicted task orientation during the fear episode. In addition, the interaction between inhibition and supportive reactions to fear predicted children's engagement in distraction during the fear episode; the relation between inhibition and distraction was significant when mothers reported high levels of support to children's fear. The results indicated that mothers’ supportive reactions to children's fear bolster their emotion regulatory skills.     

护士认知情绪调节及与抑郁关系

目的了解护士的认知情绪调节策略和抑郁的状况,探讨认知情绪调节策略对抑郁的影响,为增强护士的情绪调控能力提供依据。方法采用认知情绪调节问卷(CERQ) 和自评抑郁量表(SDS),对2所三级甲等医院268名在职护士进行问卷调查。结果护士积极认知情绪调节策略平均分为(12.91±2.75)分,高于消极认知情绪调节策略的(11.32±2.18)分,差异有统计学意义(t=3.011,P<0.05),且职称越高越多采用积极的认知情绪调节策略(接受、积极重新关注、理性分析),职称越低越多采用消极的认知情绪调节策略(自我责难、灾难化、责难他人);与国内常模的(33.46±8.55)分比较,护士〔(58.82±7.15)分〕、护师〔(54.82±8.76)分〕、主管护师〔(47.31±6.45)分〕3组抑郁得分均较高(P<0.01),且职称越低抑郁得分越高;相关分析结果表明,自我责难、灾难化、责难他人等消极认知情绪调节策略均与护士抑郁呈正相关(P<0.01),接受、积极重新关注、积极重新评价、理性分析等积极认知情绪调节策略均与护士抑郁呈负相关(P<0.01)。结论护士职称越高,越多采用积极的认知情绪调节策略;自我责难、灾难化、责难他人、接受、积极重新关注、积极重新评价、理性分析等认知情绪调节策略与护士抑郁相关。     

高中生认知情绪调节策略与抑郁焦虑关系

目的 探讨高中生认知情绪调节策略与抑郁、焦虑的关系。方法 2014年3-4月,采用随机分层整群抽样方法,在河北省张家口、唐山、保定、石家庄、邢台、衡水6个市的7所中学（其中石家庄2所中学）,每个中学随机抽取2个高中班共648名高中生,使用认知情绪调节问卷、抑郁自评量表、焦虑自评量表进行问卷调查。结果 有抑郁症状学生 160 人,占24.69%,有焦虑症状的学生26人,占4.01%,既有焦虑又有抑郁症状的学生142人,占21.9%,正常学生320人,占49.4%;回归分析表明,灾难化和沉思正向预测抑郁和焦虑（均P<0.05）,积极设想负向预测抑郁和焦虑（均P<0.05）;抑郁者比焦虑者较少采用积极调整（11.97±3.84 vs 14.15±2.98,P<0.05）和积极设想（22.83±6.29 vs 27.63±5.28,P<0.05）,焦虑者比抑郁者较多采用责备他人（9.80±3.35 vs 8.91±3.12,P<0.05）。抑郁焦虑共病的高中生比焦虑、抑郁者更多采用沉思默想（11.08±2.63 vs 9.55±2.68 vs 8.87±2.47,P<0.05）、自我安慰（6.52±4.29 vs 5.00±2.15 vs 4.77±1.73,P<0.05）和灾难化（12.28±3.80 vs 10.15±4.08 vs 9.27±3.43,P<0.05）。结论 对青少年进行有针对性的认知情绪调节训练可以减轻抑郁和焦虑。     

留守中学生积极认知情绪调节心理韧性与自杀意念的相关性分析

目的 探讨留守中学生认知情绪调节心理韧性与自杀意念的相关关系。方法 采用认知情绪调节问卷、中学生心理韧性问卷与积极消极自杀意念问卷对454名留守中学生进行调查。结果 积极认知情绪调节与心理韧性呈显著正相关（r = 0.424,P＜0.001）,与自杀意念呈显著负相关（r = -0.219,P＜0.001）,心理韧性与自杀意念呈显著负相关（r = -0.551,P＜0.001）;结构方程模型发现,心理韧性在积极认知情绪调节与自杀意念间具有完全中介效应。结论 积极认知情绪调节通过心理韧性间接影响留守中学生的自杀意念。     

Building on the positive in children's lives: a co-participatory study on the social construction of children's sense of agency

This study is grounded on the argument that agentic experiences and their reflection in supportive social contexts are crucial protective elements mediating children's socio-emotional well-being. Drawing on the socio-cultural perspective, we investigate the ways in which agency is manifested in children's social interactions while they reflect upon their self-taken photos of positive events in their lives. The empirical data were collected with primary school children via the ‘children as co-researchers’ methodology, and were examined via a micro-level interaction analysis of video-recorded photo-reflection situations. The results illuminate interactions in which the children are constructing, maintaining and contesting the cultural practices of what it means to have agency in their social settings in and outside school. The study contributes towards a more nuanced understanding of the relationship between co-participatory practices upon positive in children's lives and the promotion of children's sense of agency that engenders their socio-emotional well-being.     

The multifaceted role of attachment during preschool: moderator of its indirect effect on empathy through emotion regulation

ABSTRACT

The aims of the current study were (1) to replicate findings regarding the mediator role of emotion regulation (ER) between attachment and empathy; (2) to extend current knowledge by testing the moderator effect of ER on the relationship between attachment and empathy; and (3) to test an integrative moderated mediation model in which attachment was hypothesized to moderate its indirect effect on empathy. The sample included 212 preschoolers aged three- to five-years old. Attachment, ER, and empathic perspective-taking were assessed by employing child interviews. The results confirmed that more secure attachment patterns foster higher ER awareness, which in turn is associated with higher levels of empathy; the strongest relationship between attachment and empathy occurs at below-average ER awareness; and the strength of the indirect effect of attachment on empathy through ER decreases as attachment security increases. These findings have implications for designing and implementing preventive interventions for preschoolers.     

The impact of early institutional care on emotion regulation: studying the play narratives of post-institutionalized and early adopted children

ABSTRACT

With access to a unique sample of post-institutionalized Hungarian children, this study focused on the hypothesis that children who had been institutionalized for at least six months after birth have less developed capacities for emotion regulation; 90 children, aged 4–6, were placed in 1 of 3 groups: (1) children who had been institutionalized straight after birth and were adopted from institutional care after the age of 6 months; (2) children adopted within 6 weeks of birth; and (3) children raised by their biological parents. Emotion regulation was assessed in a pretend-play context using the MacArthur Story Stem Batteries by analysing play narratives. Our results supported the hypothesis that early institutional care results in less developed capacities for emotion regulation. Results also indicated that early adopted children’s emotion regulation abilities also show some developmental delays when compared to those of children raised in birth families.     

孤独症儿童情绪认知障碍的研究进展

孤独症是以社会性交往障碍、言语交流障碍以及兴趣范围狭窄与行为刻板重复为特征的广泛性发育障碍。文章以孤独症儿童的情绪能力为基点,从孤独症儿童的情绪知觉障碍、情绪理解障碍、情绪表达障碍及情绪调节障碍四个方面分析孤独症儿童情绪能力障碍的表现及原因,并且根据现有研究的不足,提出未来进一步的研究方向。     

Emotional feeding as interpersonal emotion regulation: A developmental risk factor for binge-eating behaviors

Emotional feeding is an interpersonal emotion regulation strategy wherein people provide food to others as a means of influencing the recipient's emotional response. Parental emotional feeding has been linked to higher levels of emotional eating in children and adolescents using cross-sectional, retrospective, and prospective designs; however, there is little research on emotional feeding as a developmental risk factor for emotional eating and binge-eating behaviors in adolescence and adulthood. This Idea Worth Researching article explores the rationale for studying emotional feeding as a lifespan construct and its potential implications for understanding eating disorder pathology. Specifically, it offers suggestions for examining emotional feeding as a predictor of emotional eating and binge-eating behavior across the lifespan, assessing potential intergenerational transmission pathways, and researching similarities in feeding styles and emotional eating across a variety of relationships beyond the parent–child dyad.     

Contextual risk,maternal parenting and adolescent externalizing behaviour problems: the role of emotion regulation

Background The objective of this study was to test if emotion regulation mediates the association between mothers' parenting and adolescents' externalizing behaviour problems (conduct problems and hyperactivity). The parenting dimensions were warmth, psychological control and behavioural control (measured with knowledge, monitoring and discipline). Adjustment was made for contextual risk (measured with the number of proximal adverse life events experienced), gender, age and English as an additional language. Method Data were from a UK community sample of adolescents aged 11–18 from a comprehensive school in a disadvantaged area. Results At the multivariate level, none of the parenting variables predicted hyperactivity, which was associated only with difficulties in emotion regulation, contextual risk and English as a first language. The parenting variables predicting conduct problems at the multivariate level were warmth and knowledge. Knowledge did not predict emotion regulation. However, warmth predicted emotion regulation, which was negatively associated with conduct problems. Contextual risk was a significant predictor of both difficulties in emotion regulation and externalizing behaviour problems. Its effect on conduct problems was independent of parenting and was not via its association with difficulties in emotion regulation. Conclusions The findings add to the evidence for the importance of maternal warmth and contextual risk for both regulated emotion and regulated behaviour. The small maternal control effects on both emotion regulation and externalizing behaviour could suggest the importance of paternal control for adolescent outcomes.     

中学生负性生活事件、认知情绪调节与抑郁的关系

目的 探讨中学生生活事件、认知情绪调节与抑郁的关系,为改善中学生心理健康提供依据。方法 采用自编负性生活事件、认知情绪调节问卷(CERQ)和抑郁自评问卷(BDI)对184名中学生进行了问卷调查。结果 中学生在重新关注计划(14.36±3.48)和积极重新评价(13.92±3.65)得分最高,而灾难化(6.73±3.45)和责难他人(7.89±2.38)策略得分最低;相关分析显示,负性生活事件数与抑郁得分、灾难化和责难他人显著正相关(r=0.26、0.19、0.26,P均＜0.01),抑郁得分与沉思、灾难化、责难他人和自责显著正相关(r=0.45、0.44、0.25、0.25,P均＜0.01);层次回归模型表明,负性生活事件、沉思、灾难化对抑郁症状有显著的正向预测作用,其中沉思和灾难化两个变量解释抑郁症状总方差的22.3%。结论 负性生活事件对中学生抑郁具有显著影响,而沉思和灾难化的应对策略可能扮演着更为重要的角色。     

Observation instrument of play behaviour in a classroom setting

The objective of this study was to develop an instrument to observe the play behaviour of a whole group of children from four to six years of age in a classroom setting on the basis of video recording. The instrument was developed in collaboration with experienced teachers and experts on play. Categories of play were derived from the literature and daily practice in Dutch classrooms (i.e. sensory, motor, construction, make-believe play and arts-and-games). Analysis of the video with the help of the observation instrument showed that the between-observer reliability was almost perfect. The simple and clearly structured instrument may be used by teachers or in teachers' education.     

Computer instruction in the classroom context

Classroom use of the microcomputer as an aid to learning has been patchy [Bleach 1986] and disappointing [Shiengold 1983] throughout the primary school both in quantity and quality. In an attempt to understand teacher approaches to computer-assisted learning, case studies were undertaken in five primary schools. One of the objectives was to discover to what degree do existing instructional styles and processes precondition the instructional use of the computer. The findings below suggest a degree of instructional corroboration between classroom and computer approaches to the learning of the young primary school child.