A Pilot Study of Self-Regulation and Behavior Problems in Preschoolers with ASD: Parent Broader Autism Phenotype Traits Relate to Child Emotion Regulation and Inhibitory Control

2021 ◽  
Author(s):  
Elizabeth A. DeLucia ◽  
Madeline P. McKenna ◽  
Theresa M. Andrzejewski ◽  
Kristin Valentino ◽  
Christina G. McDonnell
Keyword(s):  
Emotion Regulation ◽  
Pilot Study ◽  
Behavior Problems ◽  
Inhibitory Control ◽  
Self Regulation ◽  
Broader Autism Phenotype ◽  
And Behavior ◽  
Autism Phenotype

Individual differences in emotion regulation and behavior problems in preschool children.

1996 ◽  
Vol 105 (4) ◽  
pp. 518-529 ◽  
Author(s):  
Pamela M. Cole ◽  
Carolyn Zahn-Waxler ◽  
Nathan A. Fox ◽  
Barbara A. Usher ◽  
Jean D. Welsh
Keyword(s):  
Emotion Regulation ◽  
Individual Differences ◽  
Preschool Children ◽  
Behavior Problems ◽  
And Behavior

scholarly journals Anger and Approach Motivation in Infancy: Relations to Early Childhood Inhibitory Control and Behavior Problems

Infancy ◽  
2010 ◽  
Vol 15 (3) ◽  
pp. 246-269 ◽  
Author(s):  
Jie He ◽  
Kathryn Amey Degnan ◽  
Jennifer Martin McDermott ◽  
Heather A. Henderson ◽  
Amie Ashley Hane ◽  
...  
Keyword(s):  
Early Childhood ◽  
Behavior Problems ◽  
Inhibitory Control ◽  
Approach Motivation ◽  
And Behavior

scholarly journals Self-Distancing as a Strategy to Regulate Affect and Aggressive Behavior in Athletes: An Experimental Approach to Explore Emotion Regulation in the Laboratory

2021 ◽  
Vol 11 ◽  
Author(s):  
Alena Michel-Kröhler ◽  
Aleksandra Kaurin ◽  
Lutz Felix Heil ◽  
Stefan Berti
Keyword(s):  
Emotion Regulation ◽  
Aggressive Behavior ◽  
Self Regulation ◽  
Reaction Time Task ◽  
Field Studies ◽  
The Self ◽  
Taylor Aggression Paradigm ◽  
Sports And Exercise ◽  
And Behavior ◽  
Regulation Of Emotion

Self-regulation, especially the regulation of emotion, is an important component of athletic performance. In our study, we tested the effect of a self-distancing strategy on athletes’ performance in an aggression-inducing experimental task in the laboratory. To this end, we modified an established paradigm of interpersonal provocation [Taylor Aggression Paradigm (TAP)], which has the potential to complement field studies in order to increase our understanding of effective emotion regulation of athletes in critical situations in competitions. In our experimental setting, we first tested the applicability of the self-distancing perspective and the athletes’ ability to dynamically adapt besides the self-distanced perspective a self-immersed perspective to provocation in the TAP. Secondly, we investigated how this altered perspective modulated regulatory abilities of negative affectivity, anger, and aggression. The experiment consisted of two conditions in which the participant adopted either a self-immersed or a self-distanced perspective. Forty athletes (female: 23; male: 17) from different team (n = 27) and individual sports (n = 13) with a mean age of 23.83 years (SD = 3.41) competed individually in a reaction-time task against a (fictitious) opponent. Results show that athletes are equally able to adopt both perspectives. In addition, within-person analyses indicate that self-distancing decreased aggressive behavior and negative affect compared to the self-immersed perspective. Our results suggest that self-distancing modulates different levels of athletes’ experience (i.e., affect and anger) and behavior. Furthermore, this demonstrates the feasibility of testing self-regulation of emotion in athletes in a laboratory setting and allows for further application in research in sports and exercise psychology.

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