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Cited by 209

Individual differences in emotion regulation and behavior problems in preschool children.

Cole, Pamela M., Zahn-Waxler, Carolyn, Fox, Nathan A., Usher, Barbara A., Welsh, Jean D.·1996·Journal of Abnormal Psychology
DOI 10.1037/0021-843x.105.4.518
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Abstract

Emotion regulation (ER) was assessed during a negative mood induction in 79 preschoolers who varied in degree of behavior problems. Facial expressivity during the induction was used to identify 3 ER groups: inexpressive, modulated expressive, and highly expressive. Group differences in ER were significantly related to heart rate and skin conductance. Inexpressive preschoolers had the highest heart rate, lowest vagal tone, and smallest autonomic nervous system (ANS) change during the induction. Highly expressive preschoolers had the slowest heart rate, highest vagal tone, and largest ANS change. The inexpressive and highly expressive groups had more externalizing symptoms than the modulated group at preschool age and at follow-up at the end of 1st grade. Inexpressive preschoolers appeared to have more depressed and anxious symptoms at follow-up.

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Crossref · 10.1037/0021-843x.105.4.518

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  • The intervention causative model derives from research linking problems in emotion self-regulation with behavior, mood, and social relationship problems as those deficits interact with risk factors in family, classroom and peer group settings.

    “The intervention causative model (Wyman et al. 2004) derives from research linking problems in emotion self-regulation with behavior, mood, and social relationship problems as those deficits interact with risk factors in family, classroom and peer group settings (Cole et al. 1996; Shields and Cicchetti 1998).”

    From Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior (2010) · cites this paper as Cole et al. 1996

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Authors
Cole, P. M., Zahn-Waxler, C., Fox, N. A., Usher, B. A., & Welsh, J. D.
Venue
Journal of Abnormal Psychology
Publisher
American Psychological Association (APA)
Published
1996-11
Volume
105
Issue
4
Pages
518-529
ISSN
  • 1939-1846
  • 0021-843X
DOI
10.1037/0021-843x.105.4.518
Cited by
209
References
2
Language
en

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