Emotional Self-Regulation

1. Emotional Self-Regulation in Preschoolers: The Interplay of Temperamental Approach Reactivity and Control Processes Tracy A. Dennis & Nadia Gonzalez Hunter College, City University of New York • Emotional Self-Regulation • Emotional self-regulation (ESR) is a critical developmental task of early childhood and predicts a range of competencies and vulnerabilities • Defined as the ability to modify behavior and emotions in order to meet goals and manage arousal • Signs of effective ESR in early childhood include persistence rather than frustration during challenges and social skills • Mechanisms in ESR • Two important mechanisms • Reactivity– emotional experiences and expression • Control – managing reactivity • Problems arise when reactive and control processes fail to reach the balance that allows for both self expression and socially acceptable behavior (Posner & Rothbart, 2000) • Reactivity and Control • Two important aspects of reactivity • Approach reactivity– sensitivity to rewards • Avoidance reactivity–sensitivity to threats • Intrinsic and extrinsic sources of control shape whether reactivity is regulated well or poorly • Inhibitory control and soothability • Parenting • Parenting and Goodness-of-Fit • Goodness-of-fit models (Thomas & Chess, 1977; Kochanska, 1997) – match between parent and child regulates child reactivity to promote competence • e.g., difficult children who receive warm and sensitive parenting, fearful children who receive low power assertive parenting, or fearless children who receive responsive parenting • NO STUDIES HAVE EXAMINED THE FIT BETWEEN PARENT AND CHILD APPROACH/AVOIDANCE • Measures of ESR • Observed child persistence and frustration during two emotionally challenging tasks: Transparent Box and Impossibly Perfect Circles (LabTAB) • Maternal report of compliance and assertiveness (SSRS; Gresham & Elliot, 1990) Interactions Between Child Approach and Parenting Child frustration and persistence varied as a function of maternal approach WT, but this depended on level of child approach • Analytic Plan • Regression analysis • Moderation effects using multiple regression approach (Aiken & West, 1991) • Predictors- child avoidance, child approach, intrinsic control capacities, parenting, and interactions with child approach • Outcomes – observed persistence & frustration (z-scores), SSRS scores • Plotted significant interactions and tested that the slopes significantly differed from each other and from zero Comparison: Interactions Between Child Avoidance and Parenting Child avoidance was not significantly associated with observed behaviors. However, maternal report of child assertion varied as a function of maternal approach and avoidance, but this depended on level of child avoidance Results Interactions Between Child Approach and Intrinsic Control Capacities Child persistence and compliance varied as a function of child control capacities, but this depended on level of child approach • Challenges • Individual differences in ESR have been linked to child avoidance reactivity, LESS IS KNOWN ABOUT THE ROLE OF APPROACH REACTIVITY • How do individual differences in reactivity and intrinsic/extrinsic control interact to predict clinically meaningful measures of ESR? • Are parental approach/avoidance distinct from parental warmth and control? • Method • 113 3- and 4-year-olds (M age = 48 months) • Measures of Reactivity • Child approach and avoidance (shyness + fear subscales) reactivity from the Child Behavior Questionnaire (CBQ; Rothbart et al., 1994) • Measures of Control Processes • Intrinsic: Inhibitory control and soothability (CBQ) • Extrinsic: Observed maternalapproach, avoidance, control, and warmth during a free play and a delay of gratification task • Approach – focus on positive outcomes • Avoidance – focus on positive outcomes • Control – guidance, structuring, and correcting • Warmth – emotional warmth and affection • Summary • Intrinsic and extrinsic control predicted emotion regulation differently for children varying in approach and avoidance reactivity • Parental approach and avoidance showed goodness-of-fit effects • Future directions • Expanded measurement of approach and avoidance • Conceptualizing ER in terms of style and effectiveness • Interactions between child approach and avoidance References Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage. Goldsmith, H.H., & Rothbart, M.K. (1996) The Laboratory Temperament Assessment Battery (LabTAB): Locomotor version 3.0. Technical Manual, Department of Psychology, University of Wisconsin, Madison, WI. Gresham, F.S., & Elliot, S.N. (1990). Social Skills Rating System Manual. Circle Pines, MN: AGS. Kochanska, G. (1993). Toward a synthesis of parental socialization and child temperament in early development of conscience. Child Development, 64, 325- 347. Rothbart, M.K., Ahadi, S., & Hershey, K.L. (1994). Temperament and social behavior in children. Merrill-Palmer Quarterly, 40, 21-39. Thomas, A., & Chess, S. (1977). Temperament and development. New York: Brunner/Mazel. Contact first author at tracy.dennis@hunter.cuny.edu