Early predictors of self‐regulation in middle childhood

The present study examined the contribution of caregiving practices at ages 4–5 (Time 1) to children's capacity for self‐regulation at ages 8–9 (Time 2). The multi‐ethnic sample comprised 549 children of National Longitudinal Survey of Youth (NLSY) participants. High levels of maternal warmth and low levels of physically punitive discipline at Time 1 were associated with a greater capacity for self‐regulation at Time 2. These associations remained significant once initial levels of self‐regulation were taken into account, indicating that the development of self‐regulation is open to caregiver influence during childhood. Neither child gender nor ethnicity moderated the effects of early parenting practices on later self‐regulation; the interaction between low maternal warmth and high discipline was also non‐significant. Findings add to the literature on how early parenting practices shape children's capacity for effective self‐regulation, and have implications for researchers and practitioners. Copyright © 2006 John Wiley & Sons, Ltd.     

Trustworthiness,friendships and self‐control: factors that contribute to young children's school adjustment

The aim of present study was to examine the relationship between young children's peer‐reported trustworthiness and their school adjustment. Two hundred and eleven (103 male and 108 female) children in the United Kingdom (mean age = 6 years 2 months) took part in this study. Measures of peer‐reported trustworthiness, child‐rated school adjustment, and teacher‐rated school adjustment were administered twice across a one‐year period. Also, children's number of friendships, peer acceptance, and self‐control were assessed at Time 2. Multisample path analyses were conducted separately by sex. For both samples there were direct longitudinal paths between peer‐reported trustworthiness and changes in teacher‐rated school adjustment. For boys, the longitudinal path between peer‐reported trustworthiness and changes in child‐rated loneliness was mediated by peer acceptance, and peer‐reported trustworthiness mediated the relationship between self‐control and teacher‐rated school adjustment. Sex differences in peer‐reported trustworthiness also emerged: girls were rated as more trustworthy by their peers than were boys. The findings support the hypothesis that young children's trustworthiness contributes to school adjustment, which is due in part to peer acceptance. Copyright © 2007 John Wiley & Sons, Ltd.     

Parenting and self‐regulation in preschoolers: a meta‐analysis

A meta‐analysis of 41 studies was conducted to examine the strength of the relation between parenting (positive control, negative control and responsiveness) and self‐regulation in preschoolers. Results revealed significant associations between both types of parental control and self‐regulation, with effect sizes being small in magnitude. There was no significant association between self‐regulation and responsiveness. The strength of the association between parenting and self‐regulation varied with different conceptualizations of self‐regulation; positive and negative control were associated with child compliance, but not with inhibition and emotion regulation. Copyright © 2006 John Wiley & Sons, Ltd.     

Development of the Two‐Dimensional Mood Scale for self‐monitoring and self‐regulation of momentary mood states

The purpose of this study was to develop a measure for self‐monitoring and self‐regulation of momentary mood states. The Two‐Dimensional Mood Scale (TDMS), consisting of eight words selected on the basis of pleasure and arousal, was created as an efficient measure of self‐monitoring. In Study 1, the validity and reliability of the TDMS were examined by administering the measure to 904 university students. Structural equation modeling revealed that mood states were constructed of two components, arousal and pleasure, and factor analysis found two factors, vitality and stability. In Study 2, differences between two mood manipulations, activation (exercise) and relaxation techniques were examined in 224 university students. The results showed that exercise induced higher vitality (, ) but no change in stability (, ), while relaxation resulted in an increase in stability (, ) but no change in vitality (, ). The TDMS can be combined with various mood manipulations to enable individuals to self‐regulate and alter negative psychological states.     

Perceptions of parent‐child attachment,social self‐efficacy,and peer relationships in middle childhood

Relationships among attachment to each parent, children's social self‐efficacy, and the quality of peer relations (attachment to peers and perceptions of victimization) were explored with 67 fifth and sixth graders (31 female) attending a rural elementary school. Results of hierarchical multiple regression analyses revealed main effects for gender and attachment to mother relative to the attachment to peers variable, with girls and more securely attached children reporting higher quality attachment to peers. Main effects were also detected for gender and attachment to father relative to social self‐efficacy, with girls and more securely attached children exhibiting higher self‐efficacy. No main effects were observed relative to the peer victimization variable. None of the interaction effects involving gender and attachment to each parent relative to attachment to peers, peer victimization, and social self‐efficacy were significant. Finally, evidence for mediation of attachment to father on attachment to peers by children's social self‐efficacy was revealed. Implications of the results are discussed and ideas for future research are provided. Copyright © 2003 John Wiley & Sons, Ltd.     

Relationship aggression,violence and self‐regulation in Australian newlywed couples

Research in the United States shows that relationship violence occurs in a substantial minority of newlywed couples, and is associated with a range of risk factors such as family‐of‐origin violence. Few of the associated risk factors, however, are potentially modifiable through early intervention to prevent violence. In the current study self‐reported aggression and violence were assessed in 379 Australian newlywed couples. Consistent with US‐based research, >20% of newlywed Australian couples reported at least one incident of relationship violence in the past year. A range of correlates of relationship violence and aggression was assessed, including the construct of relationship self‐regulation, which is the extent that partners report being able to enhance their relationship with their partner. Low relationship self‐regulation was correlated with relationship aggression and violence. It was concluded that the aggression and violence are common problems in Australian newlywed couples, and that enhancing relationship self‐regulation might help reduce the prevalence of aggression.     

Self‐Regulatory Growth Effects for Young Children Participating in a Combined Social and Emotional Learning and Mindfulness‐Based Intervention

The authors analyzed findings from a counselor‐delivered social and emotional learning and mindfulness‐based intervention with twenty‐three 3‐ and 4‐year‐olds from economically disadvantaged backgrounds. Using a multilevel modeling approach to illustrate students' growth across multiple behavioral observations in a randomized controlled design, the authors found that the treatment group exhibited more self‐regulatory‐related behaviors on days when the intervention occurred. Qualitative analyses revealed that the students adopted kindness language consistent with the intervention. Implications for practice are suggested.     

Vigilant self‐regulation,cues of being watched and cooperativeness

The present research examined the interplay of individual differences in self‐regulatory mechanisms as outlined in regulatory focus theory (promotion‐ and prevention‐focus) and a cue of being watched in the context of cooperative behaviour. Study 1 revealed that the more individuals' habitual self‐regulatory orientation is dominated by a vigilant prevention focus, the more likely they are to act cooperatively (i.e. to donate money to natural conservation organizations) when a subtle cue of being watched renders reputational concerns salient. In contrast, when no such cue is provided individuals' habitual vigilant self‐regulatory orientation is negatively related to cooperative behaviour. Study 2 replicated the results of the initial study and examined interpersonal sensitivity (empathic concern) as a potential mediator of the observed effects. Copyright © 2010 John Wiley & Sons, Ltd.     

Relation between self‐knowledge reference and self‐monitoring of emotional state1

Abstract: We used a task facilitation paradigm to examine whether self‐knowledge reference and self‐monitoring have a functional relationship. Eighteen participants performed a series of tasks: self‐knowledge reference, evaluation, self‐monitoring, and semantic. Responses on the self‐knowledge reference task were faster when the previous task was self‐monitoring rather than semantic. However, responses on the self‐monitoring task were similar regardless of whether it was preceded by the self‐knowledge reference task or the evaluation task. Our results suggest that self‐monitoring induces self‐knowledge reference.     

Enhancing the intentional self‐regulation skills of Chinese adolescents living in orphanages: A school‐based intervention

Adolescents living in orphanages are at risk for problematic developmental outcomes. However, adolescents with higher levels of intentional self‐regulation (ISR) often exhibit higher levels of positive youth development and are more likely to avoid risk in such an environment. The present study sought to revise a suite of materials designed to promote ISR skills in U.S. youth, GPS to Success (Goal Selection, Pursuit of Strategies, and Shifting Gears), and examined the effect of these revised materials (GPS‐r) on the ISR skills of orphan adolescents in China. Sixty‐eight adolescents from 14 to 18 years old living in the same orphanage participated in the GPS‐r project. Participants were divided into an experimental group and a control group. The experimental group received training on the GPS‐r materials, which lasted for 11 weeks and took 45 min per week, whereas the control group did not receive training. The results revealed that ISR skills, particularly the dimensions of goal selection and pursuit of strategies, were significantly enhanced after the GPS‐r project for the experimental group, but not the control group. The findings highlight several implications for positive youth development interventions for youth in orphanages.