Parent Emotional Expressiveness and Children's Self-Regulation: Associations with Abused Children's School Functioning

Autor/inn/en	Haskett, Mary E.; Stelter, Rebecca; Proffit, Katie; Nice, Rachel
Titel	Parent Emotional Expressiveness and Children's Self-Regulation: Associations with Abused Children's School Functioning
Quelle	In: Child Abuse & Neglect: The International Journal, 36 (2012) 4, S.296-307 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-2134
DOI	10.1016/j.chiabu.2011.11.008
Schlagwörter	Child Abuse; Emotional Response; Student Adjustment; Parents; Teaching Methods; Parent Attitudes; Self Control; Young Children; Predictor Variables; Observation; Aggression; Child Behavior; Cooperation + Suchen Sie Ihr Suchwort? Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Emotionales Verhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Eltern; Teaching method; Lehrmethode; Unterrichtsmethode; Elternverhalten; Selbstbeherrschung; Frühe Kindheit; Prädiktor; Beobachtung; Co-operation; Kooperation
Abstract	Objective: Identifying factors associated with school functioning of abused children is important in prevention of long-term negative outcomes associated with school failure. The purpose of this study was to examine the degree to which parent emotional expressiveness and children's self-regulation predicted early school behavior of abused children. Methods: The sample included 92 physically abused children ages 4-7 and one of their parents (95.7% mothers). Parents completed a measure of their own emotional expressiveness, and parents and teachers provided reports of children's self-regulatory skills. Children's school functioning was measured by observations of playground aggression and teacher reports of aggression and classroom behavior. Results: Parents' expression of positive and negative emotions was associated with various aspects of children's self-regulation and functioning in the school setting. Links between self-regulation and children's school adjustment were robust; poor self-regulation was associated with higher aggression and lower cooperation and self-directed behavior in the classroom. There was minimal support for a mediating role of children's self-regulation in links between parent expressiveness and children's behavior. Practice implications: Findings point to the relevance of parent emotional expressivity and children's self-regulatory processes in understanding physically abused children's functioning at the transition to school. Although further research is needed, findings indicate that increasing parental expression of positive emotion should be a focus in treatment along with reduction in negativity of abusive parents. Further, addressing children's self-regulation could be important in efforts to reduce aggression and enhance children's classroom competence. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10