Mastery of cognitive emotion regulation strategies is an important developmental task. This paper focuses on two strategies that occur from preschool age onwards (Stegge and Meerum Terwogt, 2007): reappraisal and response suppression. Parental socialization of these strategies was investigated in a sample of N = 219 parents and their children. Informed by the tripartite model of family impact on children's emotion regulation, direct relations of emotion socialization components (modeling and reactions to the child's negative emotions) and indirect relations of parental emotion-related beliefs (such as parental emotion regulation self-efficacy) were examined. Data on emotion socialization components and parental beliefs on emotion regulation were collected via self-report. Data on children's emotion regulation strategies were collected via parent report. Findings showed direct effects of parental modeling and parenting practices on children's emotion regulation strategies, with distinct socialization paths for reappraisal and response suppression. An indirect effect of parental emotion regulation self-efficacy on children's reappraisal was found. These associations were not moderated by parent sex. Findings highlight the importance of both socialization components and parental emotion-related beliefs for the socialization of cognitive emotion regulation strategies and suggest a domain-specific approach to the socialization of emotion regulation strategies.
Variances in students' reading and spelling skills were in large part explained by student characteristics (>90%). Classroom and school characteristics yielded little variance. Student-level intelligence and self-control were significantly related to reading fluency. For orthographic spelling, student-level intelligence and self-control, class-average intelligence, and, at the school level, the socio-economic status of the school's neighbourhood were significant predictors. Future research needs to investigate relevant classroom and school factors that may directly and indirectly relate to academic outcomes.
In this articIe, we aim to contribute to an understanding of the limits of intentionality from a child development perspective. Here, we define intentionality as goal-directed agentie behavior. Intentions encompass cognitive representations of goals and of means that organize behavior and that are directed to a particular goal (i.e., action plan; see Gollwitzer, 2012; Wieber, Thürmer and Gollwitzer, this volume). Intentions also incIude the motivation to pursue a goal in order to achieve a desired outcome (Bratman, 1999;Malle, Moses and Baldwin, 2001; Iomasello, Carpenter, Call, Behne and Moll, 2005). More precisely, we focus on self-regulation as intentional behavior that is constitutive for human agency. We conceive of self-regulation as the motivation and ability to guide goal-directed behavior over time and across different situational contexts in the process of goal attainment in order to transfer intentions into behavior and to achieve a desired result (Karoly, 1993). Self-regulation as intentional behavior can be limited by internal (e.g., temperament) and extern al factors (e.g., parenting) throughout development. In this regard, limits of intentionality may induce incomplete goal attainment (Suchodoletz and Achtziger, 2011; Wieber, Gollwitzer and Seebaß, 2011).Contextual conditions can have positive and negative influences on the development of self-regulation. Interactionist perspectives point to the active role of the agentie individual within adynamie person-environment system (developmental contextualism; Lerner and Walls, 1999;Magnusson and Stattin, 2006). Cognitive, emotional, and motivational variables (e.g., self-representations) and underlying biological processes are assumed to shape individuals' interactions with their environments, and vice versa (see also Blair and McKinnon, this volume). Self-regulation develops through individuals' intentional activities in different contexts during development throughout the life-span. Referring to Bronfenbrenner's bioecological approach (Bronfenbrenner and Ceci, 1994), the child's mierosystem interacts reciprocally with the immediate environment, for instance in the family or the school context. Ihis incIudes bidirectional effects
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