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The Role of Emotion Regulation in the Social Problems of Boys with Developmental Delays

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Bibliographic Details
Title: The Role of Emotion Regulation in the Social Problems of Boys with Developmental Delays
Language: English
Authors: Wilson, Beverly J., Fernandes-Richards, Siobhan, Aarskog, Cyrena
Source: Early Education and Development. 2007 18(2):201-222.
Availability: Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Peer Reviewed: Y
Physical Description: PDF
Page Count: 22
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Descriptors: Psychological Patterns, Student Adjustment, Social Behavior, Males, Developmental Delays, Emotional Response, Self Control, Social Development, Interpersonal Relationship, Comparative Analysis, Longitudinal Studies
DOI: 10.1080/10409280701282769
ISSN: 1040-9289
Abstract: Parents and teachers reported that 6- to 8-year-old boys with developmental delays were less able to regulate their emotions than nondelayed boys matched on chronological age. Compared to nondelayed boys, boys with developmental delays had more social problems, which persisted and increased over a 3-year period. Children's ability to regulate their emotions explained significant variance in their social problems after controlling for their developmental status. In addition, emotion regulation partially mediated the relationship between children's developmental status and their social problems. These results suggest that emotion regulation plays a significant role in the social problems of boys with developmental delays. Furthermore, increasing the emotional competence of these children may facilitate their peer relationships and, ultimately, their school adjustment.
Abstractor: Author
Entry Date: 2007
Accession Number: EJ772193
Database: ERIC
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Abstract:Parents and teachers reported that 6- to 8-year-old boys with developmental delays were less able to regulate their emotions than nondelayed boys matched on chronological age. Compared to nondelayed boys, boys with developmental delays had more social problems, which persisted and increased over a 3-year period. Children's ability to regulate their emotions explained significant variance in their social problems after controlling for their developmental status. In addition, emotion regulation partially mediated the relationship between children's developmental status and their social problems. These results suggest that emotion regulation plays a significant role in the social problems of boys with developmental delays. Furthermore, increasing the emotional competence of these children may facilitate their peer relationships and, ultimately, their school adjustment.
ISSN:1040-9289
DOI:10.1080/10409280701282769