Mariana Sousa

Research on the development of emotions and their function as indicators of psychological adjustment has increased dramatically in recent years. The importance of emotion recognition and regulation for understanding normal development and the development of psychopathology is now undeniable. From an early age, the ability to recognise and modulate emotional responses to cope appropriately with environmental demands is associated with cognitive, behavioural and social development. This chapter aims to critically review the research field of emotion regulation, its relationship to emotional intelligence and its contribution to cognitive and social functioning in young children (up to the age of six), placing a dual emphasis on the role of physiological systems in emotion regulation and on the interface between neurophysiological and behavioural perspectives. Challenges and future directions in emotion regulation research will be discussed.

More research is needed to understand the factors that contribute to low academic achievement in institutionalized children. The aim of this study was to investigate the relationship between cognitive and emotion regulation skills and academic performance, by comparing institutionalized and noninstitutionalized Portuguese children. The sample comprised 94 participants (46 institutionalized (22 boys) and 48 noninstitutionalized (23 boys) children), aged between 6 and 10 years, matched for age and sex. We used Raven’s Colored Progressive Matrices (RCPM) to measure cognitive abilities. Emotional regulation and negative lability were assessed using the Emotion Regulation Questionnaire (ERC). Academic performance was assessed with the Competence Academic Scale (CAS) of the Portuguese version of the Social Skills Rating System—Teacher Form (SSRS-T). Institutionalized children exhibited poorer academic performance than their noninstitutionalized counterparts (effect size, η² = 0.174). Cognitive ability (β = 0.28) and negative lability (β = −0.28) were significant predictors of academic performance. In addition to institutionalization, cognitive ability, and the challenges of managing negative emotions may contribute to the observed differences in academic performance. Interventions aimed at fostering cognitive and emotional competencies may play a protective role for institutionalized children facing academic and social difficulties.

This study examined the role of institutionalization and temperament dimensions on emotion regulation and negative lability in school-aged (6–10 years) children. Participants were 46 institutionalized (22 boys; 24 girls) and 48 noninstitutionalized children (23 boys; 25 girls), matched in age and sex. Emotion regulation and negative lability were assessed with the Emotion Regulation Checklist (ERC). The School-Age Temperament Inventory (SATI) was used to measure temperament dimensions. No significant between-group differences emerged in temperament dimensions, emotion regulation and negative lability. After controlling for institutionalization status, results indicated that (a) approach/withdrawal (sociability) and persistence positively predicted emotion regulation, (b) negative reactivity positively predicted negative lability, and (c) persistence negatively predicted negative lability. Institutionalization did not predict emotion regulation or negative lability. The protective role that specific temperament characteristics, such as persistence and approach/withdrawal (sociability), may have for at risk populations (e.g., institutionalized) and typically developing (e.g., noninstitutionalized) children is highlighted.