The Role of Child Emotionality in Child Behavior and Maternal Instruction on Planning Tasks

This study explored the relation of children's emotional functioning to children's behavior during individual planning and mother's and children's behaviors during joint planning. Participants were 118 mothers and their second‐grade children. Mothers rated children on their emoti...

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Bibliographic Details
Published in:Social development (Oxford, England) England), 2005-05, Vol.14 (2), p.250-272
Main Authors: Perez, Susan M., Gauvain, Mary
Format: Article
Language:English
Subjects:
Child Behavior
child emotion regulation
child emotional intensity
child planning
Cognitive Development
Emotional intensity
Emotional regulation
Emotional Response
Grade 2
mother-child interaction
Mother-Child interactions
Mothers
Observation
Parent Child Relationship
Planning
Social Development
USA
Video Technology
Young children
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Summary:This study explored the relation of children's emotional functioning to children's behavior during individual planning and mother's and children's behaviors during joint planning. Participants were 118 mothers and their second‐grade children. Mothers rated children on their emotional intensity and children rated themselves on their use of emotion regulation strategies. Children and mother–child dyads were videotaped during planning tasks and independent observers rated their behavior. Child emotional intensity was directly related to children being less engaged in the task and to an emphasis in maternal instruction on regulatory behaviors. Some types of emotion regulation strategies modified these relations. Findings suggest that child emotionality may play an important role in the early school years in children's opportunities to learn during social‐cognitive activity.
ISSN:0961-205X
1467-9507
DOI:10.1111/j.1467-9507.2005.00301.x