Teer JaNae, Kwon Kyongboon, López-Pérez Belén, Enderle Marie J
Midwest Autism and Psychological Services, Burnsville, MN, USA.
Department of Educational Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI, USA.
J Genet Psychol. 2025 Jan 29:1-17. doi: 10.1080/00221325.2025.2458493.
Anxiety and social withdrawal are common internalizing problems among children linked to poor emotion regulation (ER). We investigated how specific components of ER (emotion awareness, emotion regulation strategy) are associated with generalized anxiety and social withdrawal in the two ER domains (intrapersonal and interpersonal). Study participants were 398 fourth- and fifth-grade students (49% girls) and 22 teachers from a Midwestern state in the United States. Study constructs were measured with student self-report, peer nominations, and teacher reports. We found anxiety was linked to poorer intrapersonal emotion awareness and greater use of adaptive and maladaptive intrapersonal regulation strategies. Social withdrawal was associated with poorer interpersonal emotion awareness and lower use of supportive and unsupportive interpersonal regulation strategies. Social withdrawal was also negatively associated with intrapersonal, adaptive strategy. The findings highlight the relevance of intrapersonal and interpersonal domains of ER in helping anxious and socially withdrawn children regarding their unique emotion regulation difficulties.
焦虑和社交退缩是儿童中常见的内化问题，与情绪调节（ER）能力差有关。我们研究了情绪调节的具体组成部分（情绪意识、情绪调节策略）如何与两个情绪调节领域（人际内和人际间）的广泛性焦虑和社交退缩相关联。研究参与者是来自美国中西部一个州的398名四、五年级学生（49%为女生）和22名教师。研究结构通过学生自我报告、同伴提名和教师报告来测量。我们发现，焦虑与较差的人际内情绪意识以及更多地使用适应性和非适应性人际内调节策略有关。社交退缩与较差的人际间情绪意识以及较少地使用支持性和非支持性人际间调节策略有关。社交退缩也与人际内适应性策略呈负相关。这些发现凸显了情绪调节的人际内和人际间领域在帮助焦虑和社交退缩儿童应对其独特的情绪调节困难方面的相关性。
