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• W809635542 startingPage "55" @default.
• W809635542 abstract "ABSTRACTThe development of self-regulation in children has been mainly studied from an individual perspective. The main objective of this article is to review existing data on development of self-regulatory abilities of child in familial/parenting context, from a bidirectional perspective. We looked at self-regulation construct from a temperamental, respectively a cognitive stance, ones most widely used in studies reviewed. Our review mainly focused on studies that analyzed progression of child self-regulatory abilities in conjunction with parental characteristics (like parental self-regulation, parental temperament and mental health status), parent-child relationship, parenting variables, as well as family structure or home environment. We choose to focus our review on these data, given that a critical factor in development of self regulation in early childhood is social impact of others, especially parents. As this literature review shows, development of self-regulatory abilities is an interplay between child traits and parental/environmental influences. These influences seem to be bidirectional ones, which imply developmental plasticity.KEYWORDS: self-regulation, temperament, parent-child interaction, parentingINTRODUCTIONSelf-regulation is one of most important psychological constructs that has been studied in last decades within a large area of research domains. It is generally defined as the primarily volitional cognitive and behavioral process through which an individual maintains levels of emotional, motivational, and cognitive arousal that are conducive to positive adjustment and adaptation (Blair & Diamond, 2008). However, at a finer grained analysis, this multidimensional umbrella concept covers a broad range of processes, such as physiological regulation, emotion regulation, effortful control, self-control, inhibitory control, executive ability, or volitional control (Calkins & Fox, 2002; Eisenberg & Spinrad, 2004; Kim & Kochanska, 2012). Consequently, many studies measure self-regulation in terms of temperament and attention - more specifically as effortful control (Valiente, Lemery-Chalfant, Swanson, & Reiser, 2008; Ursache, Blair, & Raver, 2012), while others consider self-regulation in terms of social-emotional well-being and positive social relationships with teachers and peers (Denham, 2006; Mashbrun & Pianta, 2006; Ursache et al., 2012). Other approaches examine self-regulation in terms of ability to persist and to delay gratification (Mischel, Shoda, & Rodriguez, 1989; Ursache, Blair, & Raver, 2012), or from a different perspective, measure executive functions, and in particular ability to organize information and engage in rule-based and goal-directed tasks (Blair & Razza, 2007; McClelland et al., 2007; Ursache et al., 2012). Facing diversity in conceptualizations of self-regulation, in this paper we start by delineating two perspectives on construct: temperamental and cognitive one, respectively. The main reason for our focused, non-exhaustive approach comes from fact that most studies reviewed in following sections used these two operational definitions for construct of self-regulation.In temperamental investigations, where psychobiological theoretical approach to temperament, elaborated by Rothbart and Derryberry (1981) has become central, temperament is defined as constitutionally based individual differences in reactivity and self-regulation, influenced by heredity, maturation, and experience. This theory, as described by Rothbart and colleagues sustains existence of two major temperamental systems: reactive and regulatory ones.The reactive system is responsible for responding to changes in environment (both external and internal), covers diverse reactions (negative affect, fear, approach, motor activity and cardiac activity) and is assumed to be already present at birth, having a genetical basis and maintaining a certain stability throughout development (Rothbart, 1981; Rothbart & Derryberry, 1981; Casalin, Luyten, Vliegen, & Meurs, 2012). …" @default.
• W809635542 created "2016-06-24" @default.
• W809635542 creator A5008828438 @default.
• W809635542 creator A5027972678 @default.
• W809635542 creator A5035784170 @default.
• W809635542 creator A5061825120 @default.
• W809635542 date "2014-03-01" @default.
• W809635542 modified "2023-09-26" @default.
• W809635542 title "Early Childhood Self-Regulation in Context: Parental and Familial Environmental Influences" @default.
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