Research examining emotion regulation has indicated that children's success at home and school is enhanced through adaptive emotion regulation skills (Eisenburg, Spinrad & Morris, 2002). This is particularly true in the areas of social competence and academic functioning (Harris, Robinson, Chang & Burns, 2007). Because the development of emotion regulation skills is supported by the scaffolding of adaptive strategies in children may through parental responsivity to needs (Robinson, Morris, Heller, Scheeringa, Boris, & Smyke, 2009), the current study examined pathways through which quality of parent-child interactions impacted later emotion regulation. The effect of attention regulation on emotion regulation was also considered. Participants in the analysis included families from the longitudinal National Institute of Child Health and Development Study of Early Child Care (NICHD-SECC). Variables in the study were measured from infancy through 3 rd grade. Results indicated that the quality of mother child interactions at 54 months was directly associated with both attention regulation at 1 st grade and emotion regulation at 3 rd grade. Results also suggested the presence of an indirect effect of maternal positive caregiving at 54 months on emotion regulation at 3 rd grade through attention regulation at 1 st grade. Father-child interactions were not found to be directly associated with attention regulation at 1 st grade or emotion regulation at 3 rd grade. The results of this study may be beneficial in supporting school psychologists and other clinicians in targeting specific components of parent-child interactions for intervention to support the development of proactive emotion regulation strategies in children.
","abstract_html":"<p>Research examining emotion regulation has indicated that children's success at home and school is enhanced through adaptive emotion regulation skills (Eisenburg, Spinrad & Morris, 2002). This is particularly true in the areas of social competence and academic functioning (Harris, Robinson, Chang & Burns, 2007). Because the development of emotion regulation skills is supported by the scaffolding of adaptive strategies in children may through parental responsivity to needs (Robinson, Morris, Heller, Scheeringa, Boris, & Smyke, 2009), the current study examined pathways through which quality of parent-child interactions impacted later emotion regulation. The effect of attention regulation on emotion regulation was also considered. Participants in the analysis included families from the longitudinal National Institute of Child Health and Development Study of Early Child Care (NICHD-SECC). Variables in the study were measured from infancy through 3 rd grade. Results indicated that the quality of mother child interactions at 54 months was directly associated with both attention regulation at 1 st grade and emotion regulation at 3 rd grade. Results also suggested the presence of an indirect effect of maternal positive caregiving at 54 months on emotion regulation at 3 rd grade through attention regulation at 1 st grade. Father-child interactions were not found to be directly associated with attention regulation at 1 st grade or emotion regulation at 3 rd grade. The results of this study may be beneficial in supporting school psychologists and other clinicians in targeting specific components of parent-child interactions for intervention to support the development of proactive emotion regulation strategies in children.</p>","abstract_has_math":false,"creators":["Hendricks, Sarah Elizabeth"],"institution":null,"degree_name":"Doctor of Philosophy (Ph.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational and School Psychology","degree_department":null,"school":null,"contributors":["Linda Webster"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T05:36:00Z","subjects":["Educational psychology","Developmental psychology","Psychology","Education","Attention regulation","Developmental pathways","Emotion regulation","Parent-child interactions","School Psychology"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781267983220"],"render_values":[{"text":"9781267983220","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/123","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda Webster"]},{"key":"dc:creator","label":"Author","values":["Hendricks, Sarah Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:53:33Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational and School Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (Ph.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational psychology","Developmental psychology","Psychology","Education","Attention regulation","Developmental pathways","Emotion regulation","Parent-child interactions","School Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781267983220","https://scholarlycommons.pacific.edu/uop_etds/123"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Research examining emotion regulation has indicated that children's success at home and school is enhanced through adaptive emotion regulation skills (Eisenburg, Spinrad & Morris, 2002). This is particularly true in the areas of social competence and academic functioning (Harris, Robinson, Chang & Burns, 2007). Because the development of emotion regulation skills is supported by the scaffolding of adaptive strategies in children may through parental responsivity to needs (Robinson, Morris, Heller, Scheeringa, Boris, & Smyke, 2009), the current study examined pathways through which quality of parent-child interactions impacted later emotion regulation. The effect of attention regulation on emotion regulation was also considered. Participants in the analysis included families from the longitudinal National Institute of Child Health and Development Study of Early Child Care (NICHD-SECC). Variables in the study were measured from infancy through 3 rd grade. Results indicated that the quality of mother child interactions at 54 months was directly associated with both attention regulation at 1 st grade and emotion regulation at 3 rd grade. Results also suggested the presence of an indirect effect of maternal positive caregiving at 54 months on emotion regulation at 3 rd grade through attention regulation at 1 st grade. Father-child interactions were not found to be directly associated with attention regulation at 1 st grade or emotion regulation at 3 rd grade. The results of this study may be beneficial in supporting school psychologists and other clinicians in targeting specific components of parent-child interactions for intervention to support the development of proactive emotion regulation strategies in children.
"]},{"key":"dc:source","label":"Dc Source","values":["89"]},{"key":"dc:title","label":"Title","values":["An examination of parent-child interactions and developmental pathways of emotion regulation"]}]}],"canonical_facts":{"dc:contributor":["Linda Webster"],"dc:creator":["Hendricks, Sarah Elizabeth"],"dc:date.available":["2018-06-29T08:53:33Z"],"dc:description.abstract":["Research examining emotion regulation has indicated that children's success at home and school is enhanced through adaptive emotion regulation skills (Eisenburg, Spinrad & Morris, 2002). This is particularly true in the areas of social competence and academic functioning (Harris, Robinson, Chang & Burns, 2007). Because the development of emotion regulation skills is supported by the scaffolding of adaptive strategies in children may through parental responsivity to needs (Robinson, Morris, Heller, Scheeringa, Boris, & Smyke, 2009), the current study examined pathways through which quality of parent-child interactions impacted later emotion regulation. The effect of attention regulation on emotion regulation was also considered. Participants in the analysis included families from the longitudinal National Institute of Child Health and Development Study of Early Child Care (NICHD-SECC). Variables in the study were measured from infancy through 3 rd grade. Results indicated that the quality of mother child interactions at 54 months was directly associated with both attention regulation at 1 st grade and emotion regulation at 3 rd grade. Results also suggested the presence of an indirect effect of maternal positive caregiving at 54 months on emotion regulation at 3 rd grade through attention regulation at 1 st grade. Father-child interactions were not found to be directly associated with attention regulation at 1 st grade or emotion regulation at 3 rd grade. The results of this study may be beneficial in supporting school psychologists and other clinicians in targeting specific components of parent-child interactions for intervention to support the development of proactive emotion regulation strategies in children.
"],"dc:identifier":["9781267983220","https://scholarlycommons.pacific.edu/uop_etds/123"],"dc:rights":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:source":["89"],"dc:subject":["Educational psychology","Developmental psychology","Psychology","Education","Attention regulation","Developmental pathways","Emotion regulation","Parent-child interactions","School Psychology"],"dc:title":["An examination of parent-child interactions and developmental pathways of emotion regulation"],"thesis:degree_discipline":["Educational and School Psychology"],"thesis:degree_level":["Dissertation - Pacific Access Restricted"],"thesis:degree_name":["Doctor of Philosophy (Ph.D.)"]},"updated_at":"2026-07-24T05:36:00Z"}