Emotional Reactivity and Regulation in Head Start Children: Links to Ecologically-Valid Behaviors and Internalizing Problems.

Emotional Reactivity and Regulation in Head Start Children: Links to Ecologically-Valid Behaviors and Internalizing Problems.
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启蒙儿童的情绪反应和调节:与生态有效行为和内化问题的联系。

DOI:
10.1111/sode.12049
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发表时间:
2014
期刊:
Social development issues
影响因子:
--
通讯作者:
Hyde,Christopher
Hyde,Christopher
中科院分区:
--
文献类型:
--
作者:
Morgan,JudithK;Izard,CarrollE;Hyde,Christopher

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儿童的情绪反应可能与他们的监管行为相互作用,有助于内化问题和社会功能,甚至在发展的早期。91名学龄前儿童参加了一个纵向项目,研究儿童的反应性和监管行为作为内化问题的预测因子,以及课堂上积极和消极的社会行为。在实验室任务中将消极情绪表达与脱离配对的儿童在6个月后的课堂上表现出更高水平的内化问题和更多的消极社会行为。在实验室任务中,积极的情感表达与参与配对,预测6个月后在课堂上更积极的社会行为。生理反应和调节也预测了孩子们在课堂上的社会行为。研究结果表明,适应不良的反应和监管模式的学龄前儿童可能在更大的风险,即使在幼儿期的内化问题。
Children's emotional reactivity may interact with their regulatory behaviors to contribute to internalizing problems and social functioning even early in development. Ninety‐one preschool children participated in a longitudinal project examining children's reactivity and regulatory behaviors as predictors of internalizing problems, and positive and negative social behavior in the classroom. Children who paired negative emotion expression with disengagement during a laboratory task showed higher levels of internalizing problems and more negative social behavior in the classroom 6 months later. Positive emotion expression paired with engagement during a laboratory task predicted more positive social behavior in the classroom 6 months later. Physiological reactivity and regulation also predicted children's social behavior in the classroom. Findings suggest that preschool children with maladaptive reactivity and regulatory patterns may be at greater risk for internalizing problems even in early childhood.
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