Development of emotional and cognitive regulation on social behavior

本研究考察了情绪调节和认知调节对儿童社会行为和同伴关系的影响，以及大学生的社会适应。本文首先回顾了日本近年来关于同伴关系和社会行为的研究，探讨了情绪调节和认知调节对社会行为的重要性;其次，开发了一套可靠有效的幼儿教师行为评价工具--儿童行为量表（日文版）;再次，采用MISC刺激对情绪调节进行了评价。在<nd>非情绪平滑阶段表现出情绪化面部表情的儿童（幼儿园到二年级）被他们的老师评为低亲社会和高分心，并被他们的同龄人提名为高不喜欢。在观看MISC情绪刺激时，3岁儿童的面部表情比5岁儿童更多地表现出情绪。特别是5岁儿童在与同伴一起观看MISC刺激时，能够抑制自己的面部表情。结果表明，5岁儿童在社会情境中能够控制自己的情绪反应。接下来，我们检查了在观看MISC刺激期间的生理反应（心率）。第四，我们检验了情绪与社会问题解决之间的关系。焦虑、后悔、厌恶情绪与消极问题定向、回避策略和分心策略有关，表明情绪和认知调节对儿童和大学生的适应性社会行为都有影响。

This research project examines the role of emotion regulation and cognitive regulation on children's social behavior and peer relation, and social adjustment of university student. First, we reviewed Japanese recent researches about peer relationship and social behavior, and discussed the importance of emotion regulation and cognitive regulation on social behavior.Second, we developed teacher rating reliable and valid behavioral assessment tool for early childhood; the Child Behavior Scale Japanese version.Third, we examined the emotion regulation assessed by MISC stimuli. Children (kindergarten to 2^<nd>grade) who showed emotional facial expression during non-emotional smoothing phase are rated as low prosocial and high distractive by their teachers, and nominated as high dislike by their peers. Comparing the facial expression on watching MISC emotional stimuli, 3 years-old children more express their emotion on their face than 5 years-olds. Especially, 5 years-old children could repress their facial expression, when they watch MISC stimuli with peers. It showed 5 years-olds control their emotional response in social situation. Next, we examined the physiological response (heart rate) during watching MISC stimuli. Their heart rate slowed down on the emotional arousal phase.Fourth, we examined the relation between emotion and social problem solving. Anxiety, regret, and astonish emotion related to negative problem orientation, and avoiding strategy and distractive strategy.These results of this research project, showed both emotional and cognitive regulation contribute to adaptive social behavior in children and university students.