Smith Karen E, Dimitroff Stephanie J, Faig Kelly E, Silver Emily M, Norman Greg J
Division of Social Sciences, Department of Psychology, University of Chicago, Chicago, IL, United States.
Front Psychol. 2025 Mar 18;16:1498961. doi: 10.3389/fpsyg.2025.1498961. eCollection 2025.
Experiences of chronic and/or extreme stress early in childhood are associated with altered self-regulatory behaviors. However, there is a range of variability in children's behavioral outcomes after experiences of stress. Understanding what contributes to this variability in children's responses to stress can aid in the development of more effective programs aimed at supporting children's self-regulatory processes. The current study examined relationships between indices of environmental stability and changes in children's self-regulatory behaviors.
Ratings of children's self-regulatory behavior were collected in collaboration with a school program once a month over the course of the academic year. Measures of environmental stability were collected for each child.
Children demonstrated increases in self-regulatory behaviors over the course of the study. Additionally, children in home environments characterized by high levels of environmental instability demonstrated greater positive behavior change during the program.
This study suggests that there are important individual differences in children's patterns of self-regulatory behavior changes, and points to complex interactions between children's home environment, implementation of a more positive and stable environment, and changes in behavior.
儿童早期经历慢性和/或极端压力与自我调节行为改变有关。然而，压力经历后儿童的行为结果存在一系列差异。了解导致儿童对压力反应存在这种差异的因素，有助于制定更有效的计划来支持儿童的自我调节过程。本研究考察了环境稳定性指标与儿童自我调节行为变化之间的关系。
在学年期间，每月与一个学校项目合作收集一次儿童自我调节行为的评分。为每个儿童收集环境稳定性的测量数据。
在研究过程中，儿童的自我调节行为有所增加。此外，家庭环境中环境不稳定性较高的儿童在项目期间表现出更大的积极行为变化。
本研究表明，儿童自我调节行为变化模式存在重要的个体差异，并指出儿童家庭环境、更积极稳定环境的实施与行为变化之间存在复杂的相互作用。
