+ Site Statistics
+ Search Articles
+ Subscribe to Site Feeds
Most Shared
PDF Full Text
+ PDF Full Text
Request PDF Full Text
+ Follow Us
Follow on Facebook
Follow on Twitter
Follow on LinkedIn
+ Translate
+ Recently Requested

Emotional and organizational supports for preschoolers' emotion regulation: Relations with school adjustment

Emotional and organizational supports for preschoolers' emotion regulation: Relations with school adjustment

Emotion 16(2): 263-279

Preschool teachers, like parents, support children in ways that promote the regulation capacities that drive school adjustment, especially for children struggling to succeed in the classroom. The purpose of this study was to explore the emotionally and organizationally supportive classroom processes that contribute to the development of children's emotion regulation and executive control. Emotion regulation and executive control were assessed in 312 3-, 4- and 5-year-old children. The 44 teachers of these children completed questionnaires asking about 3 components of children's school adjustment: Positive/Engaged, Independent/Motivated, and Prosocial/Connected. Observations of classroom emotional and organizational supports were conducted. Results of multilevel models indicated emotion regulation was significantly associated with the Positive/Engaged school adjustment component, but only when teachers' emotional and organizational supports were taken into account. Children with lower levels of emotion regulation, who were also in less supportive classrooms, had the lowest scores on the Positive/Engaged component. Children's executive control was associated with the Independent/Motivated and Prosocial/Connected components independently of teacher effects. In general, moderate support was found for the notion that teachers' supports can be particularly helpful for children struggling to regulate their emotions to be better adjusted to school. Children's emotionally salient classroom behaviors, and teachers' emotion scaffolding, are discussed.

(PDF emailed within 1 workday: $29.90)

Accession: 057758108

Download citation: RISBibTeXText

PMID: 26479772

Related references

Preschoolers' emotion expression and regulation: relations with school adjustment. Journal of Genetic Psychology 174(5-6): 642-663, 2014

Preschoolers' self-regulation moderates relations between mothers' representations and children's adjustment to school. Developmental Psychology 52(11): 1793-1804, 2016

The Relationship Between Emotion Knowledge, Emotion Regulation and Adjustment in Preschoolers: A Mediation Model. Journal of Child and Family Studies 25(8): 2626-2635, 2016

Preschoolers' Emotion Regulation Strategy Understanding: Relations with Emotion Socialization and Child Self-regulation. Social Development 18(2): 324-352, 2009

Relations among Teachers' Emotion Socialization Beliefs and Practices, and Preschoolers' Emotional Competence. Early Education and Development 24(7): 979-999, 2013

School readiness of maltreated preschoolers and later school achievement: The role of emotion regulation, language, and context. Child Abuse and Neglect 75: 82-91, 2017

Parasympathetic Regulation and Parental Socialization of Emotion: Biopsychosocial Processes of Adjustment in Preschoolers. Social Development 17(2): 211-238, 2008

Universality vs. Cultural Specificity in the Relations Among Emotional Contagion, Emotion Regulation, and Mood State: An Emotion Process Perspective. Frontiers in Psychology 10: 186, 2019

Targeting classrooms' emotional climate and preschoolers' socioemotional adjustment: implementation of the Chicago School Readiness Project. Journal of Prevention and Intervention in the Community 42(4): 264-281, 2015

Differences between school classes in preschoolers' psychosocial adjustment: Evidence for the importance of children's interpersonal relations. Journal of Child Psychology & Psychiatry & Allied Disciplines 40(3): 417-430, 1999

Prospective effects of emotion-regulation skills on emotional adjustment. Journal of Counseling Psychology 55(4): 485-494, 2008

Emotional Bonds with Parents, Emotion Regulation, and School-Related Behavior Problems Among Elementary School Truants. Journal of Child and Family Studies 22(6): 869-878, 2013

Mother-Child Interactions and Preschoolers Emotion Regulation Outcomes: Nurturing Autonomous Emotion Regulation. Journal of Child and Family Studies 26(2): 559-573, 2017

Preschool children's views on emotion regulation: Functional associations and implications for social-emotional adjustment. International Journal of Behavioral Development 33(3): 243-252, 2009

Adolescent RSA responses during an anger discussion task: Relations to emotion regulation and adjustment. Emotion 15(3): 360-372, 2016