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.
复制标题
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:
影响因子:
--
通讯作者:
Hyde,Christopher
中科院分区:
文献类型:
--
作者:
Morgan,JudithK;Izard,CarrollE;Hyde,Christopher
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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发表时间:
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DOI:
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期刊:
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