The purpose of this dissertation was to examine the development of emotion regulation understanding in early school age children by using a novel interview measure to assess children's perceptions of the effectiveness of emotion regulation strategies for anger and sadness with mothers and with peers. A sample of first and fourth graders was used to identify developmental changes in children's emotion regulation understanding including a shift away from behavioral and less constructive strategies with age. Evidence for sex differences in strategy effectiveness was found. Consistent with recent research, in this study children perceived strategy effectiveness on an emotion-specific basis with Problem Solving strategies more effective for anger but Venting and Adult Seeking strategies more effective for sadness. Hypotheses regarding differential strategy effectiveness based on the social partner were partially supported in that children reported Adult and Peer Support Seeking strategies as more effective when a peer was the social partner and causal agent than when mother was. Finally, a pattern emerged in which children's greater attachment security and less attachment insecurity predicted their endorsement of Problem Solving effectiveness and Aggressing ineffectiveness. These findings are discussed in terms of what is known about children's knowledge of emotion regulation, the factors that influence this knowledge, and the implications for behavior.
|Commitee:||Nishina, Adrienne, Ontai, Lenna|
|School:||University of California, Davis|
|School Location:||United States -- California|
|Source:||DAI-B 73/07(E), Dissertation Abstracts International|
|Keywords:||Children's emotion, Emotion regulation, Emotional development, Maternal influences, Social context, Socialization|
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