Longitudinal associations between maternal and child emotion regulation: Examining the role of maternal emotion-related socialization behaviors

项目摘要 父母情绪相关的社会化行为（ERSB）-包括父母对孩子的反应 情绪，父母的情绪表达能力，以及父母与孩子关于情绪的对话 （回忆）-塑造和维持儿童的情绪调节（ER），一个多方面的结构，包括 认知，行为和生理过程，用于监测，评估和修改情绪， 实现自己的目标由于情绪失调是精神病理学的一个跨诊断风险因素， 阐明儿童发展适应性ER的具体途径，或相反，情绪失调， 至关重要。父母自己的ER可能会导致他们参与ERSB和他们孩子的ER发展， 对这些关联的纵向研究有限。更重要的是，最少的研究已经描绘了 与ERSB最相关的父母ER的具体方面，以及与ERSB最相关的儿童ER的具体方面， 受ERSB影响最大。事实上，多方法ER评估是至关重要的，因为ER是一个多方面的 构建体尽管如此，研究还没有全面研究父母ER的各个方面（休息） 呼吸性窦性心律失常[RSA]，RSA反应性，自我报告的情绪失调，认知重新评价， 表达抑制和ER策略库）可能与ERSB（对儿童情绪的反应， 表达能力和敏感的回忆）和儿童的ER（静息RSA，RSA反应性，母亲报告 适应性ER和不稳定/消极，挫折任务中的行为，以及自我报告的应对和ER策略 剧目）。因此，纵向的、多方法的研究是必要的。一个低收入的样本，6到8岁， 岁的儿童和他们的母亲将完成问卷和任务评估ER和ERSB。RSA将 在回忆和情绪诱导任务之前和期间，在二人组中进行评估。将对二人组进行评估 在首次访视后6个月和1年进行纵向重复测量设计。该研究指导 通过两个目的：（1）评价母体ER的哪些方面随着时间的推移与母体ERSB最相关;（2） 评估母体ER随时间对儿童ER的影响，以及母体ERSB介导的程度 这个协会。这项研究将加强对心理生物学过程的理论解释， 形成ERSB和儿童新兴ER的照顾者。此外，这项研究将告知公众健康 通过识别过程（即，母亲ER， ERSB），可能是旨在改善儿童ER和降低 精神病理学研究金培训计划将在圣母大学进行， 包括：（1）全面了解父母ERSB的出现和表现; (2)增加从儿童到成年ER发展和评估的知识;（3）扩大 纵向分析方法的定量专业知识;（4）从事专业发展 与高危家庭工作有关的研究伦理活动和培训。

PROJECT SUMMARY Parental emotion-related socialization behaviors (ERSBs)—including parents’ reactions to their children’s emotions, parents’ emotional expressiveness, and parents’ conversations with their children about emotions (reminiscing)—shape and maintain children’s emotion regulation (ER), a multifaceted construct comprising cognitive, behavioral, and physiological processes for monitoring, evaluating, and modifying emotions to accomplish one’s goals. As emotion dysregulation is a transdiagnostic risk factor for psychopathology, the elucidation of specific pathways by which children develop adaptive ER, or conversely, emotion dysregulation, is critical. Parents’ own ER may lead to their engagement in ERSBs and their children’s ER development, but longitudinal research examining these associations is limited. Even more, minimal research has delineated the specific aspects of parental ER that are most relevant for ERSBs, and the specific aspects of children’s ER that are most affected by ERSBs. Indeed, multimethod ER assessment is critical because ER is a multifaceted construct. Still, research has yet to comprehensively examine how each aspect of parental ER (resting respiratory sinus arrhythmia [RSA], RSA reactivity, self-reported emotion dysregulation, cognitive reappraisal, expressive suppression, and ER strategy repertoire) may relate to ERSBs (reactions to children’s emotions, expressiveness, and sensitive reminiscing) and children’s ER (resting RSA, RSA reactivity, mother-reported adaptive ER and lability/negativity, behavior during a frustration task, and self-reported coping and ER strategy repertoire) over time. Thus, longitudinal, multimethod research is necessary. A low-income sample of 6- to 8- year-old children and their mothers will complete questionnaires and tasks assessing ER and ERSBs. RSA will be assessed among dyads before and during reminiscing and emotion-induction tasks. Dyads will be assessed longitudinally with a repeated measures design 6 months and 1 year after their initial visit. The study is guided by two aims: (1) Evaluate which aspects of maternal ER are most relevant for maternal ERSBs over time; (2) Evaluate the influence of maternal ER on child ER over time, and the extent to which maternal ERSBs mediate that association. This research will enhance theoretical accounts of the psychobiological processes of caregivers that shape ERSBs and children’s emerging ER. In addition, this research will inform public health efforts to improve children’s ER and psychological functioning by identifying processes (i.e., maternal ER, ERSBs) that may be targets for translational programs aimed to improve children’s ER and reduce risk for psychopathology. Goals of the fellowship training plan, which will take place at the University of Notre Dame, include: (1) develop a comprehensive understanding of the emergence and manifestation of parental ERSBs; (2) increase knowledge of ER development and assessment from childhood through adulthood; (3) expand quantitative expertise in longitudinal analysis methodology; and (4) engage in professional development activities and training in research ethics related to working with at-risk families.