Self-regulatory processes in early personality development: A multilevel approach to the study of childhood social withdrawal and aggression

Calkins, Susan D.; Fox, Nathan A.

doi:10.1017/s095457940200305x

Cited by 455 publications

(409 citation statements)

References 141 publications

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“…Because child avoidance has been much more extensively studied than has child approach, approachful exuberance has taken on the aura of being an antidote to avoidance-related vulnerabilities. However, findings from this study and others provide evidence for strengths as well as for vulnerabilities (e.g., frustration) associated with approach depending on how approach is regulated (Calkins & Fox, 2002;Fox, 1994;Nigg et al, 2004).…”

Section: Discussionmentioning

confidence: 54%

Emotional self-regulation in preschoolers: The interplay of child approach reactivity, parenting, and control capacities.

Dennis¹

2006

Developmental Psychology

157

116

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This study examined whether child temperamental approach reactivity moderated the association between 2 factors, parenting and child control capacities and child emotional self-regulation. Participants (N ϭ 113) were 3-and 4-year-olds (M ϭ 48 months, SD ϭ 5.78) and their mothers. Emotional self-regulation was measured as observed persistence and frustration and as maternal report of compliance. Parental approach, avoidance, control, and warmth were observed during play and a frustrating wait. Child approach reactivity and control capacities (inhibitory control and soothability) were assessed via maternal report. Results suggested that maternal approach during the wait was associated with persistence and frustration, whereas maternal warmth during the play was associated with compliance. These effects, and those of child control capacities, depended on the level of child approach. The implications of reactivity-control interactions and parent-child goodness-of-fit for emotional selfregulation are discussed.Keywords: emotional self-regulation, approach/avoidance, goodness-of-fit, reactivity and control process interactions During the preschool years, advances in several core capacities transform children's behavior and emotion. Of these, emotional self-regulation is one of the most crucial. It reflects the ability to initiate behavioral and emotional changes during emotionally charged situations in order to meet goals and manage arousal and predicts current and later adjustment (Denham, 1998;Kopp, 1982;Saarni, 1999;Shoda, Mischel, & Peake, 1990). In early childhood, persistence during challenges, frustration tolerance, and compliance with caregiver demands are hallmarks of successful emotional self-regulation (Eisenberg et al., 2001;Kochanska, 1993).Findings from diverse disciplines in psychology suggest that emotional self-regulation emerges out of the interplay between two powerful sets of influences: reactivity, or arousability of physiological, emotional, and behavioral systems, and control processes, or modulation of reactivity to meet goals (Carver, Sutton, & Scheier, 2000;Derryberry & Rothbart, 1997;Davidson & Fox, 1989;Davidson et al., 2002;Fox, 1994;Posner & Rothbart, 2000). Among the most fundamental dimensions of reactivity are approach and avoidance in response to novel, unfamiliar, and challenging situations. Approach reflects sensitivity to rewards, emotional exuberance and excited anticipation for pleasurable activities, and behavioral approach to novelty and challenge. In contrast, avoidance reflects sensitivity to potential threats, fear and shyness, and behavioral withdrawal and inhibition in response to novelty and challenge (Carver, 2004;Derryberry & Rothbart, 1997;Kagan, 1999;Panksepp, 1998). Approach and avoidance likely represent separable but interacting systems rather than a continuum of reactivity, given evidence of distinct neurological and psychological underpinnings (e.g., Coan, Allen, & HarmonJones, 2001;Davidson, 2000;Derryberry & Rothbart, 1997;Fowles, 1994;Fox, 1994;Gray & McNaught...

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Section: Discussionmentioning

confidence: 54%

Emotional self-regulation in preschoolers: The interplay of child approach reactivity, parenting, and control capacities.

Dennis¹

2006

Developmental Psychology

157

116

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“…Several developmental theories provide persuasive explanations for the link between selfregulation in the infant/toddler period and disruptive behavior in later childhood, highlighting the importance of parenting behavior as a salient predictor of self-regulation (Bradley, 2000;Calkins & Fox, 2002;Schore, 1994Schore, , 1996. Indeed, there is empirical evidence that the association between parenting and children's externalizing behavior problems is longitudinally mediated through the development of effective self-regulation (e.g., Eisenberg et al, 2005).…”

Section: Self-regulationmentioning

confidence: 99%

“…The normative change from external monitoring of child behavior to more self-regulated behavior even in the absence of close supervision results from children internalizing rules of conduct. The attainment of these self-regulatory skills in the preschool period sets the stage for successful adaptation during the transition to school and peer settings (Calkins & Fox, 2002).Several developmental theories provide persuasive explanations for the link between selfregulation in the infant/toddler period and disruptive behavior in later childhood, highlighting the importance of parenting behavior as a salient predictor of self-regulation (Bradley, 2000;Calkins & Fox, 2002;Schore, 1994Schore, , 1996. Indeed, there is empirical evidence that the association between parenting and children's externalizing behavior problems is longitudinally mediated through the development of effective self-regulation (e.g., Eisenberg et al, 2005).…”

mentioning

confidence: 99%

A conceptual model for the development of externalizing behavior problems among kindergarten children of alcoholic families: Role of parenting and children's self-regulation.

Eiden¹,

Edwards²,

Leonard³

2007

Developmental Psychology

180

164

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The purpose of this study was to test a conceptual model predicting children's externalizing behavior problems in kindergarten in a sample of children with alcoholic (n = 130) and nonalcoholic (n = 97) parents. The model examined the role of parents' alcohol diagnoses, depression, and antisocial behavior at 12-18 months of child age in predicting parental warmth/sensitivity at 2 years of child age. Parental warmth/sensitivity at 2 years was hypothesized to predict children's self-regulation at 3 years (effortful control and internalization of rules), which in turn was expected to predict externalizing behavior problems in kindergarten. Structural equation modeling was largely supportive of this conceptual model. Fathers' alcohol diagnosis at 12-18 months was associated with lower maternal and paternal warmth/sensitivity at 2 years. Lower maternal warmth/sensitivity was longitudinally predictive of lower child self-regulation at 3 years, which in turn was longitudinally predictive of higher externalizing behavior problems in kindergarten, after controlling for prior behavior problems. There was a direct association between parents' depression and children's externalizing behavior problems. Results indicate that one pathway to higher externalizing behavior problems among children of alcoholics may be via parenting and self-regulation in the toddler to preschool years. Keywordsalcoholism; parenting; self-regulation; externalizing behavior problems It is now well established that children of alcoholic parents are at increased risk for interpersonal and behavior problems, psychiatric disturbances, substance abuse (including early onset of alcohol use), and developmental trajectories of persistent alcohol problems (Chassin, Flora, & King, 2004;Jackson, Sher, & Wood, 2000;Jacob & Windle, 2000). Researchers have speculated that one pathway to later substance abuse disorders among children of alcoholics is through higher incidence of behavior problems or behavioral undercontrol, characterized by higher aggression, impulsivity, and sensation seeking (Sher, 1991). This model has been supported by empirical evidence indicating that children of alcoholic fathers have higher ratesCorrespondence concerning this article should be addressed to Rina D. Eiden, 1021 Main Street, Buffalo, NY 14203. E-mail: E-mail: eiden@ria.buffalo.edu. of externalizing behavior problems and behavioral undercontrol (e.g., Blackson, 1994;DeLucia, Belz, & Chassin, 2001;Edwards, Eiden, Colder, & Leonard, 2006;Jacob & Windle, 2000). However, with the exception of recent reports from the Michigan Longitudinal Study (e.g., Loukas, Zucker, Fitzgerald, & Krull, 2003), few studies have investigated the mediational pathways explaining the association between parental alcohol problems and children's externalizing behavior problems using longitudinal data. Two important mediators of this association that have been implicated in studies using other high-risk samples are children's self-regulatory abilities and lower parental warmth/sensitivity. NIH Publi...

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“…Childhood is a sensitive period in which children become progressively more aware of their internal emotional experiences [3,21], show a gradual maturation of their cognitive capacities [8], and begin to develop sophisticated cognitive strategies to regulate emotions [24,29]. Children become progressively more able to regulate their emotions in response to stress in a cognitive way [20,24].…”

Section: Introductionmentioning

confidence: 99%

Cognitive coping and childhood anxiety disorders

Legerstee

Garnefski

Jellesma

et al. 2009

Eur Child Adolesc Psychiatry

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To investigate differences in cognitive coping strategies between anxiety-disordered and non-anxious 9-11-year-old children. Additionally, differences in cognitive coping between specific anxiety disorders were examined. A clinical sample of 131 anxiety-disordered children and a general population sample of 452 non-anxious children were gathered. All children filled out the child version of the Cognitive Emotion Regulation Questionnaire (CERQ-k). Structured clinical interviews were used to assess childhood anxiety disorders. Results showed that anxiety-disordered children experience significantly more 'lifetime' negative life events than non-anxious children. Adjusted for the 'lifetime' experience of negative life events, anxiety-disordered children scored significantly higher on the strategies catastrophizing and rumination, and significantly lower on the strategies positive reappraisal and refocus on planning than non-anxious children. No significant differences in cognitive coping were found between children with specific anxiety disorders. Anxietydisordered children employ significantly more maladaptive and less adaptive cognitive coping strategies in response to negative life events than non-anxious children. The results suggest that cognitive coping is a valuable target for prevention and treatment of childhood anxiety problems.

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Self-regulatory processes in early personality development: A multilevel approach to the study of childhood social withdrawal and aggression

Cited by 455 publications

References 141 publications

Emotional self-regulation in preschoolers: The interplay of child approach reactivity, parenting, and control capacities.

Emotional self-regulation in preschoolers: The interplay of child approach reactivity, parenting, and control capacities.

A conceptual model for the development of externalizing behavior problems among kindergarten children of alcoholic families: Role of parenting and children's self-regulation.

Cognitive coping and childhood anxiety disorders

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