EMOTION, REGULATORY PROCESSES AND SOCIAL FUNCTIONING

这是一个ADAMHA研究科学家奖（RSA）的申请。的 拟议的研究计划扩展了目前的RSDA工作，主要是在 替代性情绪反应（移情相关反应），导致 在一个启发式的模型中， 社会情绪功能的强度和调节。 最近，发展心理学、临床心理学和社会心理学的理论家们 关于个体差异在两个方面的作用的假设 情绪性（情绪的频率和强度）和社会调节 和情绪功能。基于理论和当前的差距 实证文献，拟议研究的目的是检查 个体差异的加性和交互作用， 调节（包括应对行为和方式）和情绪 反应性（阳性、阴性和一般反应） 社会情绪功能和行为。运作和 焦点关注的行为包括：（a）发生，强度，和/或 直接诱发的情绪的持续时间（例如，愤怒，痛苦， 悲伤）;（B）间接诱发情绪的发生和强度， 其他处于困境或需要帮助的人（同情和个人困境）;（c）明确性 消极和积极情绪的表达， 监控自己的情绪和行为表达;（d）社交 适当的行为和同伴接受;以及（e）问题行为和 害羞，包括成年人对问题行为的看法， 正常儿童和有风险儿童的害羞/抑制 内部化和外部化问题。第二个目标是获得 儿童情绪性、调节性和社会性关系的数据 在家庭中，父母的情感表达功能， 情绪的讨论，以及父母对孩子表达的反应， 情绪将采用多种方法，包括自我报告和 行为测量，情绪的面部和生理标记，以及 自然科学和实验室研究。 提出了六项研究。几项研究是两三年后进行的- 两个独立的纵向样品的UPS。在这些研究中， 将使用情绪和监管的各个方面的差异 社会情绪的几个上述方面的预测因素 功能与教师一起评估合规性和法规， 父母报告、孩子报告、行为测量和/或生理测量 将研究在一段时间内和跨时间的预测。在一个相关 研究，类似的问题将审查与样本，其中包括 具有中度内化和外化症状的儿童。 在另外两项研究中，性格和社会化与 儿童对同伴的外显情绪表达及其质量， 儿童的应对行为的成功将使用自然的 方法.

This is a request for an ADAMHA Research Scientist Award (RSA). The proposed program of research extends current RSDA work, primarily On vicarious emotional responding (empathy-related reactions), which resulted in a heuristic model of the role of individual differences in emotional intensity and regulation in socioemotional functioning. Recently theorists in developmental, clinical, and social psychology have hypothesized regarding the role of individual differences in both emotionality (frequency and intensity of emotion) and regulation in social and emotional functioning. Based on theory and gaps in the current empirical literature, the purposes of the proposed research are to examine the additive and interactive contributions of individual differences in regulation (including coping behaviors and styles) and emotional reactivity (positive, negative, and general reactivity) to children's socioemotional functioning and behavior. Aspects of functioning and behavior of focal interest include: (a) the occurrence, intensity, and/or duration of directly induced emotions (e.g., anger, distress, and sadness); (b) occurrence and intensity of vicariously induced emotion to others in distress or need (sympathy and personal distress); (c) clarity of expression of negative and positive emotions and the tendency to monitor one s own expression of emotion and behavior; (d) socially appropriate behavior and peer acceptance; and (e) problem behaviors and shyness, including adults' perceptions of problem behaviors and shyness/inhibition among normal children and children at risk for internalizing and externalizing problems. A secondary goal is to obtain data on the relations of children's emotionality, regulation, and social functioning to the expression of emotion in the family, parents' discussions of emotion, and parents' reactions to children's expression of emotion. A multimethod approach will be used, involving self-report and behavioral measures, facial and physiological markers of emotion, and naturalistic as well as laboratory studies. Six studies are proposed. Several studies are two- or three-year follow- ups of two separate longitudinal samples. In these studies, individual differences in emotionality and various aspects of regulation will be used a predictors of several of the aforementioned aspects of socioemotional functioning. Emotionality and regulation are assessed with teacher and parent reports, child reports, behavioral measures, and/or physiological measures Prediction within and across time will be examined. In a related study, similar issues will be examined with a sample that includes children with moderate levels of internalizing and externalizing symptoms. In two additional studies, dispositional and socialization correlates of children's expressions of overt emotion with peer and the quality and success of children's coping behavior will be examined using naturalistic methods.