Natalie Christner , Laura Di Giunta , Daniela Kloo , Markus Paulus
{"title":"青春期前调节情绪自我效能感信念的发展起源:从幼儿期到青春期的纵向调查","authors":"Natalie Christner , Laura Di Giunta , Daniela Kloo , Markus Paulus","doi":"10.1016/j.cogdev.2024.101512","DOIUrl":null,"url":null,"abstract":"<div><div>Regulatory emotional self-efficacy beliefs (RESE) are essential for socio-emotional functioning. While they are shown to emerge in early adolescence, their developmental origins are largely unknown. The current study takes a longitudinal approach to investigate the developmental factors that relate to the emergence of RESE. It covers central factors from early to middle childhood. Specifically, we examined the impact of maternal interaction quality, emotion knowledge, goal maintenance (at 4–5 years), and global self-worth (8 years) on 12-year-olds’ (<em>M</em><sub><em>ag</em>e</sub> = 12;2) perceived capability to regulate negative emotions (RESE-NEG) and to express positive emotions (RESE-POS) (<em>N</em> = 155, 68 female, mostly White). Maternal non-hostility and child cognitive competencies at 4–5 years predicted adolescents’ RESE-NEG (<em>β</em>s =.26–.33), demonstrating first evidence how early social experiences contribute to RESE. Global self-worth predicted RESE-POS (<em>β</em> =.27). The study broadens our knowledge on the psychological mechanisms that support the development of RESE. It highlights adolescents’ RESE as outcome of earlier developing social-cognitive competencies and experiences in caregiver-child interactions in early childhood.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Developmental origins of regulatory emotional self-efficacy beliefs in preadolescence: A longitudinal investigation from early childhood till adolescence\",\"authors\":\"Natalie Christner , Laura Di Giunta , Daniela Kloo , Markus Paulus\",\"doi\":\"10.1016/j.cogdev.2024.101512\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Regulatory emotional self-efficacy beliefs (RESE) are essential for socio-emotional functioning. While they are shown to emerge in early adolescence, their developmental origins are largely unknown. The current study takes a longitudinal approach to investigate the developmental factors that relate to the emergence of RESE. It covers central factors from early to middle childhood. Specifically, we examined the impact of maternal interaction quality, emotion knowledge, goal maintenance (at 4–5 years), and global self-worth (8 years) on 12-year-olds’ (<em>M</em><sub><em>ag</em>e</sub> = 12;2) perceived capability to regulate negative emotions (RESE-NEG) and to express positive emotions (RESE-POS) (<em>N</em> = 155, 68 female, mostly White). Maternal non-hostility and child cognitive competencies at 4–5 years predicted adolescents’ RESE-NEG (<em>β</em>s =.26–.33), demonstrating first evidence how early social experiences contribute to RESE. Global self-worth predicted RESE-POS (<em>β</em> =.27). The study broadens our knowledge on the psychological mechanisms that support the development of RESE. It highlights adolescents’ RESE as outcome of earlier developing social-cognitive competencies and experiences in caregiver-child interactions in early childhood.</div></div>\",\"PeriodicalId\":51422,\"journal\":{\"name\":\"Cognitive Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognitive Development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0885201424000972\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885201424000972","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Developmental origins of regulatory emotional self-efficacy beliefs in preadolescence: A longitudinal investigation from early childhood till adolescence
Regulatory emotional self-efficacy beliefs (RESE) are essential for socio-emotional functioning. While they are shown to emerge in early adolescence, their developmental origins are largely unknown. The current study takes a longitudinal approach to investigate the developmental factors that relate to the emergence of RESE. It covers central factors from early to middle childhood. Specifically, we examined the impact of maternal interaction quality, emotion knowledge, goal maintenance (at 4–5 years), and global self-worth (8 years) on 12-year-olds’ (Mage = 12;2) perceived capability to regulate negative emotions (RESE-NEG) and to express positive emotions (RESE-POS) (N = 155, 68 female, mostly White). Maternal non-hostility and child cognitive competencies at 4–5 years predicted adolescents’ RESE-NEG (βs =.26–.33), demonstrating first evidence how early social experiences contribute to RESE. Global self-worth predicted RESE-POS (β =.27). The study broadens our knowledge on the psychological mechanisms that support the development of RESE. It highlights adolescents’ RESE as outcome of earlier developing social-cognitive competencies and experiences in caregiver-child interactions in early childhood.
期刊介绍:
Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.