TY - JOUR
T1 - The Role of Emotionality and Regulation in Children's Social Functioning
T2 - A Longitudinal Study
AU - Eisenberg, Nancy
AU - Fabes, R. A.
AU - Murphy, B.
AU - Maszk, P.
AU - Smith, M.
AU - Karbon, M.
N1 - Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.
PY - 1995/10
Y1 - 1995/10
N2 - Multiple measures of children's emotionality (emotional intensity and negative affectivity), regulation (including attentional and behavioral regulation and coping), and social functioning (teachers' reports of nonaggressive/socially appropriate behavior and prosocial/socially competent behavior; and parents' reports of problem behavior) were obtained for 6–8‐year‐olds. In addition, emotionality, attentional regulation, and coping were assessed 2 years previously. Social functioning was expected to be predicted by low negative emotionality and high levels of regulation. In general, the data supported the predictions, although the findings for parent reports of problem behavior were primarily for boys. Prediction of social functioning from measures of regulation and emotionality occurred primarily within a given context (school vs. home) rather than across contexts, even though there were relations across reporters within the school or home context. In addition, vagal tone, a marker of physiological regulation, was positively related to competent social functioning and emotionality/regulation for boys, but inversely related for girls.
AB - Multiple measures of children's emotionality (emotional intensity and negative affectivity), regulation (including attentional and behavioral regulation and coping), and social functioning (teachers' reports of nonaggressive/socially appropriate behavior and prosocial/socially competent behavior; and parents' reports of problem behavior) were obtained for 6–8‐year‐olds. In addition, emotionality, attentional regulation, and coping were assessed 2 years previously. Social functioning was expected to be predicted by low negative emotionality and high levels of regulation. In general, the data supported the predictions, although the findings for parent reports of problem behavior were primarily for boys. Prediction of social functioning from measures of regulation and emotionality occurred primarily within a given context (school vs. home) rather than across contexts, even though there were relations across reporters within the school or home context. In addition, vagal tone, a marker of physiological regulation, was positively related to competent social functioning and emotionality/regulation for boys, but inversely related for girls.
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U2 - 10.1111/j.1467-8624.1995.tb00940.x
DO - 10.1111/j.1467-8624.1995.tb00940.x
M3 - Article
C2 - 7555221
AN - SCOPUS:0029391186
VL - 66
SP - 1360
EP - 1384
JO - Child Development
JF - Child Development
SN - 0009-3920
IS - 5
ER -