The Developmental Trajectory of Emotion Regulation in Taiwanese Children: Secure Attachment Relationships and Children’s Independence

IF 2.8 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Min-An Chao, Ching-Ling Cheng
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引用次数: 0

Abstract

While the relationship between secure attachment and emotion regulation has been extensively investigated, there is relatively little information about the trajectory of emotion regulation in childhood and whether changes in emotion regulation would mediate the relation between mother–child secure attachment and independence. A latent growth mediation model was tested using data from the ‘Kids in Taiwan’, a national longitudinal project on child development and care in Taiwan. All participants (N = 1181, 49.5% boys) are Chinese. The results revealed that (1) the growth trajectory of emotion regulation increased rapidly from age 4 to age 6 in children; (2) the trajectory of emotion regulation mediated the relationship between secure attachment at age 4 and subsequent independence at age 6. These findings provide further evidence that early childhood is a vital period for children's development of emotion regulation, and secure attachment is an important factor in supporting long-term emotion regulation and independence in childhood.

台湾儿童情绪调节的发展轨迹:安全依恋关系与儿童独立性
虽然安全依恋与情绪调节之间的关系已被广泛研究,但关于儿童时期情绪调节的轨迹以及情绪调节的变化是否会介导母子安全依恋与独立性之间的关系的研究相对较少。本研究使用台湾儿童发展与照护的国家纵向研究项目“儿童在台湾”的数据,检验潜在成长中介模型。所有参与者(N = 1181,男孩49.5%)均为中国人。结果表明:(1)4 ~ 6岁儿童情绪调节能力的生长轨迹快速增长;(2)情绪调节轨迹在4岁安全依恋与6岁后续独立的关系中起中介作用。这些研究结果进一步证明,幼儿期是儿童情绪调节能力发展的关键时期,而安全依恋是儿童长期情绪调节和独立性发展的重要因素。
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来源期刊
Infant and Child Development
Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
2.90
自引率
9.10%
发文量
93
期刊介绍: Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)
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