Display options
Cite
Parsafar P, Fontanilla FL, Davis EL. Emotion regulation strategy flexibility in childhood: When do children switch between different strategies?. J Exp Child Psychol. 2019;183:1-18doi: 10.1016/j.jecp.2019.01.004.
Parsafar, P., Fontanilla, F. L., & Davis, E. L. (2019). Emotion regulation strategy flexibility in childhood: When do children switch between different strategies?. Journal of experimental child psychology, 1831-18. https://doi.org/10.1016/j.jecp.2019.01.004
Parsafar, Parisa, et al. "Emotion regulation strategy flexibility in childhood: When do children switch between different strategies?." Journal of experimental child psychology vol. 183 (2019): 1-18. doi: https://doi.org/10.1016/j.jecp.2019.01.004
Parsafar P, Fontanilla FL, Davis EL. Emotion regulation strategy flexibility in childhood: When do children switch between different strategies?. J Exp Child Psychol. 2019 Jul;183:1-18. doi: 10.1016/j.jecp.2019.01.004. Epub 2019 Mar 04. PMID: 30844601.
Copy Download .nbib Format: NLM
Share it on

J Exp Child Psychol. 2019 Jul;183:1-18. doi: 10.1016/j.jecp.2019.01.004. Epub 2019 Mar 04.

Emotion regulation strategy flexibility in childhood: When do children switch between different strategies?.

Journal of experimental child psychology

Parisa Parsafar, Fabian L Fontanilla, Elizabeth L Davis

Affiliations

  1. Department of Psychology, University of California, Riverside, Riverside, CA 92521, USA.
  2. Department of Psychology, University of California, Riverside, Riverside, CA 92521, USA. Electronic address: [email protected].

PMID: 30844601 DOI: 10.1016/j.jecp.2019.01.004

Abstract

Emotion regulation (ER) flexibility involves switching between ER strategies to manage negative emotions, but the conditions under which children select a specific strategy or switch strategies are unclear. In prior work, adults who are instructed to use certain ER strategies have been shown to switch strategies more often and to favor emotional disengagement strategies such as distraction when negative emotions are more intense. This experimental study examined the developmental origins of ER strategy use patterns that support flexible ER. Children (N = 181; 4-11 years of age; 91 girls) received no ER instructions (control) or were instructed to implement a specific cognitive strategy (distraction or reappraisal) while watching a negative emotional film. They self-reported their emotions multiple times and were later interviewed using open- and close-ended questions about the ER strategies they used while watching the film. Results revealed that children described instructed strategies as well as other uninstructed strategies. Distraction was described more often when children reported negative emotion, suggesting early-emerging awareness of the utility of disengagement strategies for managing negative feelings. Reporting strategies consistent with instructions and descriptions of strategy switching were more common with felt negative emotion, but only for children who received specific ER instructions. The pattern of results was stronger for direct questions, suggesting that reliance on open-ended questioning about ER strategy use might not reveal the full extent of children's capabilities. Children's flexible ER strategy use emerges early, is related to intrapersonal aspects of emotion development, and should be considered in instructed ER paradigms.

Copyright © 2019 Elsevier Inc. All rights reserved.

Keywords: Childhood; Distraction; Emotion regulation; Emotion regulation choice; Emotion regulation flexibility; Reappraisal

MeSH terms

Publication Types