The Pennsylvania State University, Department of Educational Psychology, Counseling, and Special Education, 228 CEDAR Building, University Park, PA 16802, United States.
University of Maryland, College Park, Department of Human Development and Quantitative Methodology Measurement, Statistics, and Evaluation, 3492 Campus Drive, 3304 Benjamin Building, College Park, MD 20742, United States.
Child Abuse Negl. 2018 Jan;75:82-91. doi: 10.1016/j.chiabu.2017.06.004. Epub 2017 Jun 7.
Guided by bio-ecological theory, this study aimed to: (1) identify heterogeneity in the developmental patterns of emotion regulation for maltreated preschool-aged children; (2) examine the role of gender, language, placement instability, cognitive stimulation, and emotional support on patterns of stability and change of emotion regulation over time; and (3) elucidate the role of emotion regulation/dysregulation patterns on later academic achievement. This study utilized data from the first cohort of the National Survey of Child and Adolescent Well-Being. Results using LCA and LTA models indicated stability and change in emotionally regulated vs. emotionally dysregulated latent classes across 4, 5, and 6 ½ years of age. Placement instability significantly increased the likelihood of being classified as emotionally dysregulated at wave 1. Moreover, children classified as emotionally dysregulated by age 6 ½ scored significantly lower than children who were classified as emotionally regulated on measures of reading and math achievement by age 10. Based on these findings, placement stability at first contact with CPS should be promoted in order to prevent cascading negative effects on emotion regulation. Additionally, children who are more emotionally dysregulated by the time they transition to formal schooling should receive increased socioemotional and socioemotional learning supports.
本研究以生物生态理论为指导，旨在：(1) 确定受虐待的学龄前儿童情绪调节发展模式的异质性；(2) 检验性别、语言、安置不稳定、认知刺激和情感支持对情绪调节随时间稳定和变化模式的作用；(3) 阐明情绪调节/失调模式对后期学业成就的作用。本研究利用了全国儿童和青少年福利调查的第一个队列的数据。使用 LCA 和 LTA 模型的结果表明，在 4、5 和 6 岁半的年龄，情绪调节与情绪失调的潜在类别具有稳定性和变化性。安置不稳定显著增加了在第 1 波被归类为情绪失调的可能性。此外，在 6 岁半时被归类为情绪失调的儿童在阅读和数学成就方面的得分明显低于在 10 岁时被归类为情绪调节的儿童。基于这些发现，应促进与 CPS 首次接触时的安置稳定，以防止对情绪调节产生级联的负面影响。此外，在过渡到正规学校教育时情绪失调更严重的儿童应获得更多的社会情感和社会情感学习支持。
