母子和父子互动中呼吸窦性心律失常的动态自我调节和核心调节:近端和远端压力源的调节作用。

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Longfeng Li, Erika Lunkenheimer
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引用次数: 0

摘要

本研究考察了近端和远端家庭压力因素如何影响高危家庭中母亲-学龄前儿童和父亲-学龄前儿童互动过程中呼吸窦性心律失常(RSA)的实时、动态个人和双亲调节(样本数=94,年龄=3.03岁,47%为男性,77%为白人,20%为拉丁裔,数据收集于2013-2017年)。近端压力源的操作方法是,在二元拼图任务中改变任务要求(基线、挑战、恢复)。远端压力源则根据家长报告的生活压力事件进行测量。多层次模型显示,近端和远端压力源越大,母亲、父亲和孩子对 RSA 的动态自我调节就越弱,母亲-孩子和父亲-孩子对 RSA 的核心调节就越不和谐。研究结果证实,压力会在不同层面和人员之间传递,从而损害早期、发展中的照顾者与儿童互动中的实时调节功能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Dynamic self-regulation and coregulation of respiratory sinus arrhythmia in mother-child and father-child interactions: Moderating effects of proximal and distal stressors.

This study examined how proximal and distal familial stressors influenced the real-time, dynamic individual and dyadic regulation of respiratory sinus arrhythmia (RSA) in mother-preschooler and father-preschooler interactions in at-risk families (N = 94, Mage = 3.03 years, 47% males, 77% White, 20% Latinx, data collected 2013-2017). Proximal stressors were operationalized as changing task demands (baseline, challenge, recovery) across a dyadic puzzle task. Distal stressors were measured as parent-reported stressful life events. Multilevel models revealed that greater proximal and distal stressors were related to weaker dynamic self-regulation of RSA in mothers, fathers, and children, and more discordant mother-child and father-child coregulation of RSA. Findings affirm that stress is transmitted across levels and persons to compromise real-time regulatory functioning in early, developmentally formative caregiver-child interactions.

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来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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