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The relations of regulation and emotionality to problem behavior in elementary school children

Published online by Cambridge University Press:  04 March 2009

Nancy Eisenberg,
Richard A. Fabes,
Ivanna K. Guthrie,
Bridget C. Murphy,
Pat Maszk,
Robin Holmgren and
Karen Suh
Nancy Eisenberg*
Affiliation:
Arizona State University
Richard A. Fabes
Affiliation:
Arizona State University
Ivanna K. Guthrie
Affiliation:
Arizona State University
Bridget C. Murphy
Affiliation:
Arizona State University
Pat Maszk
Affiliation:
Arizona State University
Robin Holmgren
Affiliation:
Arizona State University
Karen Suh
Affiliation:
Arizona State University
*
Nancy Eisenberg, Psychology, Arizona State University, Tempe, AZ 85287-1104
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Abstract

The relations of regulation and emotionality to elementary school children's problem behavior was examined. Parents and teachers reported on children's problem behavior. One parent and teachers rated children on various measures of regulation (including resiliency) and emotionality; children's baseline heart rate and facial reactivity were assessed; and physiological and facial distress and gaze aversion while viewing a distress film sequence were measured. In general, low regulation, negative emotionality, and general and positive emotional intensity predicted problem behaviors. Teachers' reports of negative emotionality and regulation interacted in their relation to problem behaviors, with regulation apparently buffering the effects of moderate and high negative emotionality. Baseline heart rate and facial distress were related to low levels of problem behavior, and gaze aversion during the distress film segment was associated with low levels of problem behavior.

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Type
Articles
Information
Development and Psychopathology , Volume 8 , Issue 1: Special Issue: Regulatory Process , Winter 1996, pp. 141 - 162
Copyright
Copyright © Cambridge University Press 1996

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