Emotion Regulation Checklist Research Articles

Psychometric Properties of the Persian Version of the Emotion Regulation Checklist

Psychometric Properties of the Persian Version of the Emotion Regulation Checklist

Examining the psychometric properties of the Emotional Regulation Checklist in 4- and 5-year-old preschoolers

Introduction. Emotinal Regulation Checklist is frequently used to determine emotional developments of children by teacher and parents of children. The purpose of this study was to examining the Psychomectric Properties of Emotinal Regulation Check List for 4-5 years age in preschool children.Method. The sample of the research was composed of 600 preschool children, who are all 4- 5 years old, from 13 different public schools in Eskişehir (Turkey). This study is a quantitative and relational study. The data were collected by Emotinal Regulation Check List and PreSchool Social Competence and Behavior Evaluation Inventory-Teacher Form. Results. The factor structure of the scale was tested through confirmatory factor analysis (CFA) and the results indicate that the original factor model did not fit the data. Exploratory factor analysis (EFA) results differed from the original study in that item twelve took place in the first factor. CFA results revealed an acceptable model fit and suggested that two factor model was confirmed with the second dataset. Cronbach Alpha internal consistency coefficients were acceptable for subscales. Positive and negative medium level meaningful relations were found between emotion regulation checklist sub-factors and social compotence and behavior the sub-factors.Discussion and Conclusion. As a result of, it can be concluded that scale is a reliable and valid measurement tool for measure the emotion regulation behaviors of 4-5-year-old children. The findings of this study indicate the need to Education programmes developed to increase emotinal regulation of children, and their efficiency evaluated via this assessment instruments.

The effect of the Montessori education method on pre-school children’s social competence – behaviour and emotion regulation skills

ABSTRACTThis research aims to investigate the effect of Montessori method on social competence and behaviors of 3.5–5 years-old-children on their emotion regulation skills. Sequential Explanatory Design, one of the mixed method designs, was used in the study. The study group of the research consisted of 55 children attending two independent preschools in Eskişehir. Personal Information Form, Social Competence and Behavior Evaluation Inventory-Teacher and Parent Forms, Emotion Regulation Checklist and Parent Interview Forms for the Evaluation of Montessori Method have been used to collect the data. Friedman test used for data analysis. Post-hoc analysis with Wilcoxon signed-rank test and Mann-Whitney U were conducted to reveal the source of differentiation between the scores. It was determined that significant differences between Social Competence – Behavior and Emotion Regulation Skills sub-scale pretest and posttest mean scores of children in the study group. There are significant differences between the posttest scores of study and control groups.

Annelerin kabul-red düzeyleri ile okul öncesi dönemdeki çocukların sosyal yetkinlik ve duygu düzenleme becerileri arasındaki ilişkinin incelenmesi

Abstract
 The purpose of this research is to analyze the relationship between maternal acceptance-rejection levels and preschool children’s social competence and emotional regulation skills. Sample of the research, which was designed according to relational scanning model, consisted of 303 mother-child pairs who were attending a pre-school educational institution during 2014-15 academic years, in Istanbul; they were selected by random sampling and they have participated in the research voluntarily. The tools used for data collection were “Personal Information Form”, “Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ)”, “Social Competence and Behavior Evaluation-30 (SCBE-30)” and “Emotion Regulation Checklist”. Maternal acceptance-rejection levels were evaluated by themselves, whereas children’s social competence and emotional regulation skills were evaluated by their teachers. The obtained data were analyzed by Pearson correlation test and t-test, using appropriate statistics software. As a result of the study, it has been found that there is a positive and significant relationship between mother’s acceptance level and children’s “Social Competence” subscale of SCBE-30 and their emotional regulation skills.
 In addition to this result, it has been found that mother’s acceptance level didn’t differentiated according to age and gender of the child; however the average scores of PARQ’s “warmth/affection” sub-dimension have been differentiated in favor of the daughters. It has been found that “Social Competence” and “Anger-Aggression” subscale of SCBE-30 were significantly differentiated according to gender; “Anger-Aggression” scores of the boys were higher than the girls, whereas “Social Competence” scores of the girls were higher than the boys. Moreover, it has been found that “Lability-Negativity” subscale scores of Emotion Regulation Checklist have been differentiated according to gender; girls showing less labile/negative emotional reactions. Finally, it has been found that child’s social competence and emotional regulation skills increase as the age increases.
 Keywords: Maternal acceptance-rejection, social competence, emotional regulation.

Cardiac complexity and emotional dysregulation in children

ObjectiveSample entropy (SampEn) gives an estimate of signal complexity in cardiac time series and can give information beyond linear heart rate variability. Lower cardiac SampEn is associated with psychopathology in adults. Emotional dysregulation is widely present in adult psychopathology and a forerunner to later mental problems in children. Therefore, this study investigated whether SampEn relates to emotional dysregulation in children. MethodsParticipants were 32 children between 9 and 13years with internalizing difficulties and 25 controls. Parents filled out the “Emotional Problems” subscale in the Strengths and Difficulties questionnaire and the “Lability/Negativity” scale in the Emotion Regulation Checklist. SampEn, root mean square of successive differences (RMSSD), normalized power of high frequency (HFnu) components of the cardiac signal and pre-ejection period (PEP) were computed at rest. The study investigated the predictive power of SampEn, RMSSD and HFnu on the measures of emotional dysregulation. It also tested whether RMSSD or PEP were related to SampEn. ResultsSampEn was a significant predictor of both measures of emotional dysregulation, while RMSSD and HFnu were not. RMSSD and PEP were both significant predictors of SampEn. ConclusionsSampEn is a potential marker of dysregulation in the underlying neurovisceral processes vital for emotion regulation, and an important complementary measure to linear cardiac indices, explaining more of the variance in emotional dysregulation than RMSSD and HFnu in this study. Lower SampEn can also be linked to both higher vagal and sympathetic activation via RMSSD and PEP.

Change in attachment predicts change in emotion regulation particularly among 5-HTTLPR short-allele homozygotes.

In view of the theory that the attachment relationship provides a foundation for the development of emotion regulation, here, we evaluated (a) whether change in attachment security from 4 to 6 years predicts change in emotion regulation from 6 to 8 years and (b) whether 5-HTTLPR moderates this relation in a Norwegian community sample (n = 678, 99.7% Caucasian). Attachment was measured with the Manchester Child Attachment Story Task, and teachers completed the Emotion Regulation Checklist. Attachment security was modestly stable, with children becoming more secure over time. Regression analyses revealed that increased attachment security from 4 to 6 forecasted increases in emotion regulation from 6 to 8 and decreased attachment security forecasted decreases in emotion regulation. This effect was strongest among the 5-HTTLPR short-allele homozygotes and, according to competitive model fitting, in a differential-susceptibility manner. (PsycINFO Database Record

Maternal Emotion Regulation and Children’s Behavior Problems: The Mediating Role of Child Emotion Regulation

Children’s difficulties managing emotions are contributors to their behavior problems, and parents’ emotion regulation difficulties are also likely contributors to their children’s regulatory challenges and behavioral difficulties. This study examined the associations among mothers’ emotion regulation, children’s emotion regulation, and children’s behavior problems. Children’s emotion regulation difficulties were hypothesized to mediate the association between maternal difficulties with emotion regulation and children’s internalizing and externalizing problems. A sample of 454 mothers completed the Difficulties in Emotion Regulation Scale, the Emotion Regulation Checklist, and the Child Behavior Checklist for their children aged 3–7. Children’s emotion regulation difficulties accounted for the indirect association between mothers’ lower emotion awareness and both internalizing and externalizing problems. On the other hand, children’s emotional negativity accounted for the indirect association between mothers’ difficulties with emotion regulation and behavior problems. Future directions for research and clinical intervention focused on promoting parental and child emotion regulation are discussed.

La evaluación multi-informante de la regulación emocional en edad preescolar: un estudio longitudinal

There is a broad consensus today about the need to use multi-informant assessment, especially when dealing with young children. However, there have been no studies conducted to compare different informants assessing emotion regulation at an early age. The aim of this study was to inquire about the coincidence of parents and teachers in assessing children's emotion self-regulation and to assess the stability of this assessment over time. We assessed emotion self-regulation by parents (n=34) and teachers (n=87) in a group of 108 3-year-old children that we followed over three school years. The Emotion Regulation Checklist was used. The results show that both parents and teachers perceive a decrease in the levels of lability/negativity in children over time, with major changes identified by teachers. Regarding the emotion regulation dimension, only teachers observed changes. These findings have implications for both the assessment and the intervention on emotional self-regulation processes in childhood.

PREDICTION OF EMOTIONAL UNDERSTANDING AND EMOTION REGULATION SKILLS OF 4-5 AGE GROUP CHILDREN WITH TEACHER-CHILD RELATIONS

The objective of the present study is to examine whether teacher-child relations predict children’s emotional understanding and emotion regulation skills. The study was conducted with relational screening model, one of the screening models. Study sample included 373 children between the ages of 4 – 5 that attend preschool educational institutions. A personal information form, Teacher – Child Relationship Scale, Emotion Regulation Checklist and Wally Feeling Understanding Test were utilized as data collection tools. Data were tested with Pearson correlation coefficient and multiple regression analysis. Study findings demonstrated that there was a significant correlation between teacher – child relations sub-dimensions and emotion regulation and emotional understanding skills. Furthermore, it was determined that teacher – child relation sub-dimensions significantly predicted emotional understanding and emotion regulation skills sub-dimensions. Article visualizations:

The relationship between parenting stress and parenting styles with coping strategies in adolescents: The moderating roles of emotional regulation and mindfulness

ObjectThe aim of this study was to investigate the moderating role of emotional regulation and mindfulness in the relationship between parenting stress and styles with coping strategies.MethodsThe method in this study is correlation. Statistical population consists of all adolescents in 2016, from among which 400 individuals were selected in a multi-stage cluster sampling method from different areas of Tehran and completed Adolescent Coping Scales, Parenting Stress Index, Baumrind parenting styles Inventory, emotional regulation checklist of kids and adolescents and of kids’ and adolescents’ mindfulness measurement. The data were analyzed using multivariate regression and Pearson correlation in SPSS-22.FindingThe results showed the mindfulness and emotional regulation play a moderating role in the relationship between parenting stress and coping strategies (P > 0.0001) as well as the relationship between parenting styles and coping strategies (P > 0.0001).ConclusionDespite the poor parenting stress and parenting styles, if the adolescents have emotion regulation and mindfulness skills can reduce the negative effects of inappropriate parenting.Disclosure of interestThe authors have not supplied their declaration of competing interest.

The Relationship between Maternal Acceptance-Rejection Levels and Preschoolers’ Social Competence and Emotion Regulation Skills

The purpose of this research was to examine the relationship between maternal acceptance-rejection levels and preschool children’s social competence and emotion regulation skills. The study group of the research, which was designed in survey method, consisted of 303 voluntary mother-child dyad. The participant children were attending a preschool in 2014-2015 academic year, in Istanbul and they were selected by random cluster sampling method. The “Personal Information Form”, the “Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ)”, the “Social Competence and Behavior Evaluation-30 (SCBE-30)” and the “Emotion Regulation Checklist” were used as data collection tools.As a result of the study, it has been found that there is a positive significant relationship between maternal acceptance level and children’s “Social Competence” subscale of SCBE-30 and their emotional regulation skills. In addition to this result, it has been found that maternal acceptance level didn’t differentiated according to age and gender of the child; however the average scores of PARQ’s “Warmth/Affection” subscale have been differentiated in favor of the girls. It has been found that “Social Competence” and “Anger-Aggression” subscales of SCBE-30 were significantly differentiated according to gender; “Anger-Aggression” scores of the boys were higher than the girls, whereas “Social Competence” scores of the girls were higher than the boys. Moreover, it has been found that “Lability-Negativity” subscale scores of Emotion Regulation Checklist have been differentiated according to gender; girls showing less labile/negative emotional reactions. Finally, it has been found that child’s social competence and emotional regulation skills increase as the age increases.

English

The aim of this study is to investigate the relationship between communication skills, social competence and emotion regulation skills of preschool children. Children attending public primary schools who were 53 to 80 months old from the middle socio-economic class were chosen randomly from Istanbul City center districts for this study. They were 426 children. The average age of the children was 68.91 months. One of the three data collection tools was “Communication Skills Scale for 5 to 6 Years Old Children” with 4 subscales developed by Onder, DaAŸal and AžallA±. The internal consistency of the scale (Communication Skills Scale for 5 to 6 Years Old Children) was .98. The second data collection tool was named SCBE-30, which evaluates symptoms of problems and quantity of social skills of preschool children, consists of 30 items and has three subscales. The internal consistency of the social competence scale was 0.88. “Emotion Regulation Checklist” was the third data collection tool, which was adapted into Turkish by Batum and YaAŸmurlu to measure children’s ability to regulate their emotions and has two subscales. Internal consistency coefficient of the subscales was 0.73 and 0.75. The study was based on descriptive analysis and multiple regression correlation was examined. As a result of the research, it was concluded that there was not a relationship between communication skills’ total score and social competence and emotion regulation skills. However, when subscales of each concepts were examined separately, it was found out that social competence and anxiety/withdrawal subscale together explained communication skills of preschool children moderately. And social competence, anxiety/withdrawal, anger/aggression and emotion regulation subscales explained active communication skills of preschool children moderately. Key words: Preschool children, communication skills, social competence, emotion regulation.

Evaluation of the relation between emotion regulations of children diagnosed with anxiety disorders and attachment, anxiety sensitivity, emotion regulation of their mothers

Introduction: The information about the etiology of anxiety disorders are still limited however anxiety disorders are prevalent disorders in childhood. In this study it is aimed to evaluate the relation of emotion regulation and anxiety level of children diagnosed with anxiety disorder with attachment and emotion regulation in the children’s mother and it is also aimed to compare the results with healthy controls. Methods: The study group consisted of 64 children (8-12 years old) diagnosed with anxiety disorder and their mothers. The control group (78 children and mothers) comprised patients of other clinics at hospital and was matched for gender and age to the anxious patients. We evaluated disorder severity at the time of assessment using the Screen for Child Anxiety Related Emotional Disorders (SCARED). Emotional Regulation Checklist (ERC) was used to examine children emotional regulation. Difficulties in Emotion Regulation Scale (DERS) was used to indicate maternal emotional dysregulation status, Anxiety Sensitivity Index-3 (ASI-3) was used for anxiety sensitivity in mothers and Experiences in Close Relationship Scale-II was used to evaluate attachment properties in mothers. Results: SCARED child and parent form scores were compared with anxiety sensitivity index, ERC subscales, DERS and ASI with Pearson’s correlation analysis. Positive correlation was found between SCARED child, parent form scores and ERC emotional lability scores, social, physical, cognitive anxiety scores of ASI, maternal anxious attachment and DERS scores and negative correlation was found between SCARED child, parent form scores and ERC emotional regulation scores. There was no relation between SCARED child, parent form scores and maternal avoidant attachment. Conclusion: This is the first study which evaluated the relationship of emotion regulation difficulties of children, who are diagnosed with anxiety disorder, and maternal attachment properties and maternal emotion regulation. The anxiety symptoms may decrease with using cognitive behavioral methods in emotion regulation difficulties of children diagnosed with anxiety disorder.

Relation of emotion regulation and empathy skills with maternal emotion regulation and attachment in children diagnosed with ADHD

Objective: Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood neurodevelopmental disorder. Difficulties in the areas of emotion regulation and empathy were found in prior studies. Mother-child attachment is important in the development of emotion regulation and empathy. We aimed to examine the relation emotional regulation and empathy skills in children with ADHD and emotion regulation and attachment properties in their mothers and to compare with healthy controls. Methods: The study group consisted of 61 children (8-12 years old) diagnosed with ADHD. The control group (87 children) comprised patients of other clinics at hospital and was matched for gender and age to the ADHD patients. The Kiddie Schedule for Affective Disorders and Schizophrenia for School Aged Children-Present and Lifetime Version (K-SADS-PL) was used to diagnose ADHD and allowed comorbidities. We evaluated disorder severity at the time of assessment using the DuPaul Attention Deficit and Hyperactivity Disorder Rating Scale. All patients were treatment-naive. Emotional Regulation Checklist (ERC) and KA-SI empathy scale were used to examine children emotional regulation and empathy. Difficulties in Emotion Regulation Scale (DERS) was used to indicate maternal emotional dysregulation status and Experiences in Close Relationship Scale-II was used to evaluate attachment properties in mothers. Results: Children with ADHD had statistical significant lower scores in the areas of affective empathy, cognitive empathy, total empathy score and emotion regulation and cases had statistical significant higher scores in emotion lability. Mothers of children with ADHD had higher scores in anxious and avoidant attachment styles and all subscales of DERS. The correlation between, ADHD symptoms, KA-SI Empathy, ERC, Attachment Scale, and DERS was evaluated by Pearson’s correlation analysis. Negative correlation was found between both attention deficit and hyperactivity scores of Du Paul scale and affective, cognitive empathy scores of KA-SI Emphatic Tendency Scale and emotion regulation scores of ERC; a positive correlation was determined between attention deficit and hyperactivity scores of Du Paul scale, mothers’ anxious and avoidant attachment and DERS total scores, and emotional lability scores of ERC. Discussion: Mother-child attachment and maternal emotion regulation skills have important roles in the emotion regulation and empathy skills of children. Better understanding of neuropsychologic development process of attachment, empathy and emotion regulation skills and their relations with each other may contribute to the treatment of children with ADHD.

A longitudinal study of emotion regulation among sexually abused preschoolers

The aim of the present study was to investigate the evolution of emotion regulation competencies in sexually abused preschoolers. Children's emotion regulation abilities and their emotional lability and negativity were assessed shortly after disclosure of sexual abuse and one year later, and compared to those of non-abused children. A sample of 47 sexually abused (37 girls, 10 boys) and 74 non-abused children (54 girls, 20 boys), aged 3–7 years (M=56.83months; SD=9.55), participated in the study. Parents and daycare educators or teachers completed the Emotion Regulation Checklist (Shields & Cicchetti, 1997) and an adapted version of the History of Victimization Form (Parent & Hébert, 2006). Parents reported more emotional lability/negativity in sexually abused children, with an increase of difficulties and a larger difference between groups at follow-up assessment conducted one year later. Parents of sexually abused children, especially those of boys, also reported lower emotion regulation competencies in their child than parents from the comparison group. According to educators, victims of sexual abuse had lower emotion regulation abilities, but their lability/negativity tended to subside over time. Various hypotheses are proposed to explain the differences between sexually abused boys’ and girls’ emotion regulation competencies, and between the two informants. Clinical implications are also discussed. Emotion regulation seems to be an important dimension to consider in future interventions for this specific population.

Examining the psychometric properties of the Emotional Regulation Checklist in 4- and 5-year-old preschoolers

Examining the psychometric properties of the Emotional Regulation Checklist in 4- and 5-year-old preschoolers

The role of emotion regulation and temperament in the prediction of the quality of social relationships in early childhood

ABSTRACTIn the present study, the associations between emotion regulation, temperament, and the quality of social relationships in early childhood were investigated. Thirty-one grade-one students were the focus of the study. Teachers completed the School Social Behavior Scale [Merrell, K. W. (1993). Using behaviour-rating scales to assess social skills and anti-social behaviour in school settings: Development of the school social behaviour scales. School Psychology Review, 22(1), 115–133], while parents completed the Emotion Regulation Checklist [Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906–916] and the Colorado Child Temperament Inventory [Buss, A. H., & Plomin, R. (1984). Temperament: Early developing personality traits. Hillsdale, NJ: Erlbaum].It was expected that children rated as possessing a difficult temperament would experience greater difficulty regulating emotions and experiencing positive social relationships and children rated as possessing an easy temperament would demonstrate the reverse pattern. Also, it was anticipated that children rated as high in emotion regulation would be rated as having positive social relationships and would demonstrate few anti-social behaviours and children rated as low in emotion regulation would demonstrate the opposite set of outcomes.Some of the hypotheses were supported, but the role of temperament was found to be central to the findings. Analyses revealed temperament variables account for 41% of the variance in Peer Relations, 40% of the variance in Self-Management, and 49% of the variance in Academic Behavior beyond the contribution of emotion regulation. A discussion regarding speculation behind the current findings, and implications of the current research is provided.

Preschool self regulation predicts later mental health and educational achievement in very preterm and typically developing children

Objective: To examine the extent to which preschool emotional and behavioral regulatory difficulties were associated with an increased risk of later mental health and educational problems. Of particular interest was whether early regulatory abilities contributed to later risk once baseline child behavioral adjustment and cognitive function were taken into account. Method: Data were drawn from a prospective longitudinal study of 223 children born very preterm (VPT; <32 weeks gestation, n = 110) and full term (37–40 weeks gestation). At corrected ages 2 and 4 years, children’s regulatory abilities were assessed using (1) direct observation of child behavior, (2) a modified version of the Emotion Regulation Checklist, and (3) tester ratings of child behavior during neuropsychological testing. At age 9 years, mental health and educational achievement were assessed using the Development and Well-being Assessment interview and the Woodcock Johnson-III Tests of Achievement. Results: VPT-born children had poorer emotional and behavioral regulation across all measures and time points. They also had higher rates of DSM-IV mental health disorder and educational delay at age 9. Across both study groups, poorer self regulation was associated with an increased risk of ADHD, conduct disorder, anxiety disorders and any disorder net of preschool child behavior problems and social risk. In contrast, only associations between early regulation and later language and any educational delay remained significant after adjustment for preschool cognitive functioning and family social risk. Conclusion: Early assessment of regulation in addition to behavioral screening may improve the early identification of preschool children at mental health risk.

Relationships between proficiency with grammatical morphemes and emotion regulation: a study of Mandarin–English preschoolers

ABSTRACTPrevious research mainly with monolingual children shows a positive relationship between English skills and emotion regulation. No study to date has examined if or how learning of grammatical morphemes might be associated with emotion regulation among bilingual preschoolers. This study examined how Mandarin-English bilingual preschoolers performed on three grammatical morphemes of plurals, past tense, present tense and whether the performance on the three morphemes was associated with emotion regulation. An elicitation task was used to assess proficiency in the three morphemes, and the Emotion Regulation Checklist (ERC) and the Disappointing Gift task were used to assess emotion regulation. The results indicate that Mandarin-English bilingual preschoolers had difficulties with all the three morphemes but they had a higher proficiency level on plurals than on past and present tense. Their proficiency in past and present tense was positively correlated with emotion regulation as measured by the ERC.

Executive Control Mediates the Association Between Aerobic Fitness and Emotion Regulation in Preadolescent Children.

This study evaluated direct and indirect associations between aerobic fitness, executive control, and emotion regulation among a community sample of preadolescent children. Two-hundred and seventy-eight children aged 8-12 years completed measures of aerobic fitness (Progressive Aerobic Cardiovascular Endurance Run) and executive control (Stroop Test). Parents completed questionnaires assessing child emotion regulation and executive control (Emotion Regulation Checklist; Early Adolescent Temperament Questionnaire). We evaluated associations between these constructs using structural equation modeling. Study findings supported a moderate direct association between childhood aerobic fitness and executive control, a strong direct negative association between executive control and emotion regulation, and a moderate indirect association between aerobic fitness and emotion regulation through executive control. These findings provide preliminary evidence that executive control functions as a mediator between aerobic fitness and emotion regulation and may help explain the mechanism by which aerobic exercise influences emotional well-being among preadolescent children.