Emotion Self-Regulation Behaviour During Mother-Child Interactions in High-Risk Preschoolers: Influences of Context, Maternal Risk, and Longitudinal Relations

Emotion Self-Regulation Behaviour During Mother-Child Interactions in High-Risk Preschoolers: Influences of Context, Maternal Risk, and Longitudinal Relations

Emotion Self-Regulation Behaviour During Mother-Child Interactions in High-Risk Preschoolers: Influences of Context, Maternal Risk, and Longitudinal Relations

Emotion Self-Regulation Behaviour During Mother-Child Interactions in High-Risk Preschoolers: Influences of Context, Maternal Risk, and Longitudinal Relationss

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1. Objectifs


Intentions :
«The present study examined how context and maternal histories of aggression and social withdrawal are related to preschoolers’ emotion self-regulatory behaviours.» (p. iii)

Questions/Hypothèses :
«It was hypothesized that preschoolers would employ self-regulatory behaviours more frequently than prosocial behaviours during more emotionally eliciting tasks (e.g. interference and clean up). […] It was expected that mothers’ histories of aggression and social withdrawal would be predictive of preschoolers’ negative coping strategies. […] It was hypothesized that mothers who displayed non-constructive verbal behaviour during the interference task would have children who displayed more negative coping strategies during this task.» (p. 9-10)

2. Méthode


Échantillon/Matériau :
«The participants in the present study constitute a sub-sample of the Concordia Longitudinal Risk Project (Concordia Project), a prospective, longitudinal, intergenerational study that began in 1976-1978 […].» (p. 10) «Forty-five mothers agreed to participate in the project with their children (28 girls, 17 boys), who ranged in age from 3 to 5 years (M = 4.64, SD = 0.48).» (p. 12)

Instruments :
- Preschooler Self-Regulatory Scheme (PSRS)
- Maternal Constructive and Non-Constructive Behaviour Scheme

Type de traitement des données :
Analyse statistique

3. Résumé


«Taken together, results from the present study offer several unique contributions to the literature, potentially engendering interest for new research directions in the study of the development of emotion regulation in young children. First, differences in self-regulatory behaviours based on context differences were examined, as has been recommended in extant literature. Second, few studies have examined the development of emotion self-regulation over time. Results from this study highlight the longitudinal progression of certain self-regulatory skills from infancy through the preschool age. Third, results underscore the relationship between maladaptive behaviour such as maternal histories of social withdrawal and their children’s emotion self-regulation. To date, this appears to be one of the first studies to assess these particular self-regulatory strategies within a prospective, longitudinal, intergenerational sample of high-risk families. Fourth, results call attention to the fact that poor early self-regulatory abilities may be predictive of behavioural difficulties when children enter the school environment. Together, results speak to the importance of helping children develop adaptive regulatory skills from a young age and have implications for the design of preventive intervention programs to foster children’s socio-emotional competence.» (p. 60)