FAMILY PROCESSES, RISK AND PRESCHOOL EMOTION REGULATION

描述(改编自《调查者摘要》)： 孩子们控制自己的情绪对他们在学校的成功至关重要，在 在家，在生活中。这项纵向研究的目的是研究如何 语言快速发展时期父母的情绪社会化 影响大学生有效情绪自我调节发展的因素 学龄前儿童。以社区为基础的18个月婴儿及其父母的样本是 随访期为1.5~4岁。据预测，A的水平 在这些年里，孩子的语言会影响孩子的自我调节能力 4岁时的情绪。我们预测自我调节的质量可以预测 有社交能力的儿童行为问题。这些发育过程 是在较低家庭收入范围的家庭中研究的，因为有 在这些家庭中，情绪压力的风险可能更大。经济压力 与低收入相关的已知是父母和 他们的孩子的社交能力和行为问题的概率。这个 研究包括评估经济压力、婚姻冲突和 为人父母的烦恼会影响家庭互动情感的方式 事件以及这如何影响儿童发展新的和更多的 在没有成人支持的情况下管理情绪的有效方法。 这项研究的参与者是150个家庭，他们有一个18个月大的男孩或女孩 在第一次访问时。在孩子学习的三年时间里， 家人在家探望4次，母子参观实验室4次 泰晤士报。这一发现将有助于建立一个理论模型来研究 语言在适应情绪功能社会化中的作用及其风险 行为问题。

DESCRIPTION (adapted from Investigator's abstract): The manner in which children manage their own emotions is crucial to their success in school, at home, and in life. The aim of this longitudinal study is to examine how parental socialization of emotion during the period rapid language development influences the development of effective emotional self-regulation in preschoolers. A community-based sample of 18 month olds and their parents are followed from 1.5 to 4 years of age. It is predicted that the level of a child's language during these years, affects a child's ability to self-regulate emotions at age 4. We predict that the quality of self-regulation predicts child behavior problems with social competence. These developmental processes are studied in families in a lower range of family income because there is likely to be more risk of emotional stress in these families. Economic stress associated with lower income is known to be a risk factor for parents and for their children's social competence and probability of behavior problems. The study includes assessment of how economic stress, marital conflict, and parenting hassles affect the ways in which families interact about emotional events and how this affects the child's ability to develop new and more effective ways to manage emotion when adult support is not available. The participants of the study are 150 families with an 18-month old boy or girl at the first visit. During the three years of the child's life under study, the family is visited at home 4 times and the mother and child visit the lab 4 times. The findings will assist in building a theoretical model for the role of language in the socialization of adaptive emotional functioning and in risk for behavior problems.