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Cited by 393Child and Adolescent Psychosocial and Emotional DevelopmentEarly Childhood Education and DevelopmentChild and Animal Learning Development

Emotionality, emotion regulation, and preschoolers' social adaptation

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Rubin, Kenneth H., Coplan, Robert J., Fox, Nathan A., Calkins, Susan D.·1995·Development and Psychopathology
DOI 10.1017/s0954579400006337
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Abstract

It was proposed that the interaction between the constructs of emotion regulation and social interaction would predict social adaptation in preschoolers. Ninety-six 4-year-olds were observed in quartets of unfamiliar same-sex peers. Based on parent temperament ratings and observed free play behaviors, 68 children from the original sample were classified as: low social interaction, good emotion regulators; low social interaction, poor emotion regulators; high social interaction, good emotion regulators; high social interaction, poor emotion regulators; or average. The results indicated that the low social interaction children who were poor regulators displayed more wary and anxious behaviors during free play and other episodes, and were rated as having more internalizing problems than both the low social interaction children who were good regulators and the average group. The high social interaction children who were poor regulators were rated as having more externalizing problems than either the high social interaction children who were good regulators or the average group. Thus, it seems as if emotion dysregulation is associated with psychological maladaptation, but that this association is tempered by the degree to which children engage in social interaction.

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  • A small proportion of children enter classrooms with a strong biobehavioral tendency to show high reticence and anxiety when confronted with new people, places, and things.

    “a small proportion of children enter classrooms with a strong biobehavioral tendency to show high levels of reticence and anxiety when confronted with new people, places, and things”

    From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Rubin et al. 1995

    The paper’s introductory discussion (page unavailable) describes temperamentally wary or fearful children who may become socially reticent when they poorly regulate reactions to novelty. Its Additional information section reports anxiety and reticence in a subgroup, but does not establish that a small proportion of children enter classrooms with a strong biobehavioral tendency to respond this way to new people, places, and things. (LLM, conf=0.84)

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Research works printed but not linked: 30

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  2. Asendorpf, J. B. (1993). Beyond temperament: A two factorial coping model of the development of inhibition during childhood. In K. H. Rubin & J. Asendorpf (Eds.), Social withdrawal, inhibition, and shyness in childhood (pp. 265-289). Hillsdale, NJ: Erlbaum.
  3. Asendorpf, J. B. (in press). Social and personality development. In F. Weinert (Ed.), The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). Hillsdale, NJ: Erlbaum.
  4. Broberg, A. G. (1993). Inhibitions and children's experiences of out-of-home care. In K. H. Rubin & J. Asendorpf (Eds.), Social withdrawal, inhibition, and shyness in childhood (pp. 151-176). Hillsdale, NJ: Erlbaum.
  5. Calkins, S. D., Fox, N. A., & Marshall, T. R. (in press). Behavioral and physiological correlates of inhibition in infancy. Child Development.
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  7. Rubin, K.H., Coplan, R.J., Fox, N.A. & Calkins, S.D. (1995). Emotionality, emotion regulation and preschooler's social adaptation. Development and Psychopathology, 7, 49-62. Made available courtesy of Cambridge University Press
  8. Davidson, R. J. (1993). Childhood temperament and cerebral asymmetry: A neurobiological substrate of behavioral inhibition. In K. H. Rubin & J. Asendorpf (Eds.), Social withdrawal, inhibition, and shyness in childhood (pp. 31-48). Hillsdale, NJ: Erlbaum.
  9. Derryberry, D., & Rothbart, M. K. (1984). Emotion, attention, and temperament. In C. E. Izard, J. Kagan, & R. B. Zajonc (Eds.), Emotions, cognitions, & behavior. Cambridge: Cambridge University Press.
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  11. Fox, N. A., & Calkins, S. D. (1993). Pathways to aggression and social withdrawal: Interactions among temperament, attachment, and regulation. In K. Rubin & J. Asendorpf (Eds.), Social withdrawal, inhibition, and shyness in childhood. Hills- dale, NJ: Erlbaum.
  12. Garber, J., & Dodge, K. A. (Eds.). (1991). The development of emotion regulation and dysregulation. New York: Cambridge University Press.
  13. Hartup, W. W. (1992). Peer relations in early and middle childhood. In V. B. Van Hasset & M. Hersen (Eds.), Handbook of social development (pp. 257281). New York: Plenum Press.
  14. Kagan, J. (1989). Temperamental contributions to social behavior. American Psychologist, Vol. 44(4), 668-674.
  15. Kagan, J., Gibbons, J. L., Johnson, M. 0., Reznick, J. S., & Snidman, N. (1990). A temperamental disposition to the state of uncertainty. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. Nuechterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 164178). New York: Cambridge University Press.
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  27. Rubin, K. H., Stewart, S. L., & Coplan, R. J. (in press). Social withdrawal in childhood: Conceptual and empirical perspectives. In T. 011endick & R. Rubin, K.H., Coplan, R.J., Fox, N.A. & Calkins, S.D. (1995). Emotionality, emotion regulation and preschooler's social adaptation. Development and Psychopathology, 7, 49-62. Made available courtesy of Cambridge University Press
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Authors
Rubin, K. H., Coplan, R. J., Fox, N. A., & Calkins, S. D.
Affiliations
  • University of Waterloo (CA)
  • University of Maryland, College Park (US)
Corresponding author
Rubin, Kenneth H.
ORCID
Venue
Development and Psychopathology
Publisher
Cambridge University Press (CUP)
Published
1995
Volume
7
Issue
1
Pages
49-62
ISSN
  • 0954-5794 (ISSN-L)
  • 1469-2198
DOI
10.1017/s0954579400006337
OpenAlex
W1974068633
Cited by
393
References
1
Citations by year
2025: 7 · 2024: 8 · 2023: 4 · 2022: 9 · 2021: 14 · 2020: 9 · 2019: 28 · 2018: 9 · 2017: 9 · 2016: 19 · 2015: 11 · 2014: 13 · 2013: 11 · 2012: 18
FWCI
11.99
Type
journal article
Language
en
Open access
Licence
www.cambridge.org/core/terms (unspecified, 5176 d)
Locations
  • Development and Psychopathology (publishedVersion)
  • NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
Funders
  • John D. and Catherine T. MacArthur Foundation
  • National Institutes of Health (HD 17899)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
Keywords
emotion regulation, emotionality, preschool children, social adaptation, social interaction, emotional dysregulation, internalizing problems, externalizing problems, free play, anxiety, wariness, psychological maladjustment

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