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Effects of environmental, maternal, ...

Mintern, Brianne E.

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Effects of environmental, maternal, and child factors on Preschoolers' emotion regulation during a frustrating task.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of environmental, maternal, and child factors on Preschoolers' emotion regulation during a frustrating task./
作者:	Mintern, Brianne E.
面頁冊數:	85 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: B.
Contained By:	Dissertation Abstracts International75-06B(E).
標題:	Psychology, Cognitive. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3585609
ISBN:	9781303782145

Effects of environmental, maternal, and child factors on Preschoolers' emotion regulation during a frustrating task.
Mintern, Brianne E.

Effects of environmental, maternal, and child factors on Preschoolers' emotion regulation during a frustrating task. - 85 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: B.

Thesis (Ph.D.)--The Pennsylvania State University, 2013.

This item must not be sold to any third party vendors.

The experience of multiple risk factors during childhood negatively influences academic, behavioral, and socioemotional development. Executive functioning (EF), specifically in the form of emotion regulation (ER), is an important determinant of childhood outcomes and later functioning across developmental domains. Adaptive ER strategy use during the Transparent Box task was examined for a sample of 108 preschoolers (nmaltreatment = 62; ncomparison = 46). Based on exploratory factor analysis (EFA) results, an adaptive ER composite was created to include proportion scores for goal-directed and inverse proportion scores for distraction and self-soothing strategies exhibited during the Transparent Box task. When controlling for child gender, age, and gestational age and including group status as an environmental predictor, findings from multiple regression analysis revealed that maternal total years of education, child age, and child IQ served as significant predictors of adaptive ER strategy use for the total sample (N = 96). Based on analysis of variance (ANOVA), the youngest participants demonstrated significantly less time spent using adaptive strategies compared to older participants. Adaptive ER strategy outcomes were not significantly different across group status or gender. Further, higher maternal education was associated with lower adaptive composite scores, though correlation results were not statistically significant. Potential links between ER strategy use and school readiness outcomes and measurement limitations are discussed.

ISBN: 9781303782145Subjects--Topical Terms:

1017810
Psychology, Cognitive.

Effects of environmental, maternal, and child factors on Preschoolers' emotion regulation during a frustrating task.
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520 $a The experience of multiple risk factors during childhood negatively influences academic, behavioral, and socioemotional development. Executive functioning (EF), specifically in the form of emotion regulation (ER), is an important determinant of childhood outcomes and later functioning across developmental domains. Adaptive ER strategy use during the Transparent Box task was examined for a sample of 108 preschoolers (nmaltreatment = 62; ncomparison = 46). Based on exploratory factor analysis (EFA) results, an adaptive ER composite was created to include proportion scores for goal-directed and inverse proportion scores for distraction and self-soothing strategies exhibited during the Transparent Box task. When controlling for child gender, age, and gestational age and including group status as an environmental predictor, findings from multiple regression analysis revealed that maternal total years of education, child age, and child IQ served as significant predictors of adaptive ER strategy use for the total sample (N = 96). Based on analysis of variance (ANOVA), the youngest participants demonstrated significantly less time spent using adaptive strategies compared to older participants. Adaptive ER strategy outcomes were not significantly different across group status or gender. Further, higher maternal education was associated with lower adaptive composite scores, though correlation results were not statistically significant. Potential links between ER strategy use and school readiness outcomes and measurement limitations are discussed.
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