Parent emotional expressiveness and children's self-regulation: associations with abused children's school functioning.

Child Abuse & Neglect
Mary E HaskettRachel Nice

Abstract

Identifying factors associated with school functioning of abused children is important in prevention of long-term negative outcomes associated with school failure. The purpose of this study was to examine the degree to which parent emotional expressiveness and children's self-regulation predicted early school behavior of abused children. The sample included 92 physically abused children ages 4-7 and one of their parents (95.7% mothers). Parents completed a measure of their own emotional expressiveness, and parents and teachers provided reports of children's self-regulatory skills. Children's school functioning was measured by observations of playground aggression and teacher reports of aggression and classroom behavior. Parents' expression of positive and negative emotions was associated with various aspects of children's self-regulation and functioning in the school setting. Links between self-regulation and children's school adjustment were robust; poor self-regulation was associated with higher aggression and lower cooperation and self-directed behavior in the classroom. There was minimal support for a mediating role of children's self-regulation in links between parent expressiveness and children's behavior. Findings point ...Continue Reading

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Citations

Jul 16, 2013·Journal of Child Psychology and Psychiatry, and Allied Disciplines·Amy L Hawkins, Mary E Haskett
Feb 23, 2021·Developmental Psychobiology·Jennifer E KhouryKarlen Lyons-Ruth
Aug 8, 2017·International Journal of Developmental Disabilities·Christine K Syriopoulou-Delli, Stavroula A Polychronopoulou

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