Emotion-related regulation: Its conceptualization, relations to social functioning, and socialization

The purpose of this chapter was threefold: (a) to consider important conceptual distinctions in regard to different types of emotion-related regulation and control, (b) to selectively review empirical research on the role of emotion-related regulation in children's socioemotional development and adjustment, and (c) to examine theory and research on the role of parents' emotion-related socialization in children's emotionality, regulation, and social functioning. We begin with a discussion of important conceptual distinctions, including between effortful and reactive control. Next, research on relations between regulation and control, and children's social functioning and adjustment, is reviewed; findings indicate that children with poor emotion-related regulation display more negative emotions, more behavior problems, and less social competence. Finally, research on the socialization of emotion and related behavior is discussed. In general, sensitive, supportive parenting behaviors, parental expression of positive (rather than negative) emotion, and the discussion of emotion have been associated with the development of regulation and well-regulated social behavior.