Abstract
The study examines how emotion regulation and emotion dysregulation in 3 - 12 years old children with autism spectrum disorders (n = 39) are linked with the five factors of personality and their social adjustment. Children were assessed by means of the Differential Scales of Intellectual Efficiency-Revised edition (EDEI-R). The teachers have completed the CARS-T, the Bipolar Rating Scales based on the Five Factor Model (EBMCF) and the French version of Emotion Regulation Checklist (ERC-vf) and a Social Adjustment scale (including items related to Theory of Mind, EASE-ToM, and related to social rules, EASE-Social-Skills). Positive and significant correlations are obtained between emotion regulation scores and verbal developmental age, personality factors of openness, agreeableness, and extraversion. The emotion dysregulation score is negatively and significantly linked with the factor of emotional stability, but positively and significantly linked with extraversion. Moreover, emotion regulation scores are positively and significantly linked with scores in social adjustment. Linear regression by stepwise shows that both extraversion and agreeableness explain 66.5% of the variance of the emotion regulation score; and extraversion, agreeableness and emotional stability explain 68.3% of the variance of the emotion dysregulation score. The openness explains 55.9% of the variance of the EASE-ToM score. Both agreeableness and extraversion explain 61.6% of the variance of the EASE-Social Skills score.
Highlights
Emotional regulation corresponds to processes by which an individual assesses, control and modify his spontaneous emotional responses, by using various strategies, in order to accomplish his goals or in order to expressHow to cite this paper: Nader-Grosbois, N., & Mazzone, S. (2014)
Emotional regulation presents a value of social communication, in which emotions have a function of organizing relationships of individuals to their environment, and are the basis of socialisation (Eisenberg et al, 2000; Thompson, 1994)
The present study aims at identify links between the five factors of personality in children with ASD1 and their emotion regulation or dysregulation
Summary
Emotional regulation corresponds to processes by which an individual assesses, control and modify his spontaneous emotional responses, by using various strategies, in order to accomplish his goals or in order to expressHow to cite this paper: Nader-Grosbois, N., & Mazzone, S. (2014). 910) distinguished emotion regulation corresponding to appropriate expression of emotions according to situations, empathy, and emotional selfawareness, and the “Lability/Negativity or emotion dysregulation” as “a lack of flexibility, mood lability, and dysregulated negative affect” This conceptual distinction is major for the assessment because it induces the importance to differentiate, in profiles of children with and without developmental disorder, both their abilities and difficulties to regulate their emotions, in intra- and inter-personal aspects (Adrien, 1996, 2005; Cole, Michel, & Teti, 1994; DeGangi, 2000; Gomez & Baird, 2005; Mazefsky, Herrington, Siegel, Scarpa, Maddox, Scahill, & White, 2013; Nader-Grosbois, 2011b, 2012; Samson, Phillips, Parker, Shah, Gross, & Hardan, 2014). According to integrate these disparate approaches, emotion dysregulation could be viewed as a process incorporating multiple interactive components (Werner & Gross, 2010)
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