Private Speech Moderates the Effects of Effortful Control on Emotionality

Autor/inn/en	Day, Kimberly L.; Smith, Cynthia L.; Neal, Amy; Dunsmore, Julie C.
Titel	Private Speech Moderates the Effects of Effortful Control on Emotionality
Quelle	In: Early Education and Development, 29 (2018) 2, S.161-177 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1379880
Schlagwörter	Speech; Preschool Children; Self Control; Emotional Response; Attention; Psychological Patterns; Parents; Observation; Questionnaires; Child Behavior; Statistical Analysis + Suchen Sie Ihr Suchwort? Speaking; Sprechen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstbeherrschung; Emotionales Verhalten; Aufmerksamkeit; Eltern; Beobachtung; Fragebogen; Statistische Analyse
Abstract	Research Findings: In addition to being a regulatory strategy, children's private speech may enhance or interfere with their effortful control used to regulate emotion. The goal of the current study was to investigate whether children's private speech during a selective attention task moderated the relations of their effortful control to their anger and sadness. The private speech of 156 preschoolers (age in months: M = 52.10, SD = 9.24, min = 36.20, max = 69.50) was transcribed and coded during a selective attention task. Effortful control was observed and reported by parents. Anger and sadness were reported by parents and observed in a frustration task. Children who used more inaudible muttering had higher levels of sadness. Effortful control interacted with private speech to explain anger. The negative relation of effortful control to anger was significant for children who used low and moderate but not high levels of task-irrelevant private speech. Practice or Policy: The presence of private speech, although it may support regulatory abilities within a task, may be an additional form of evaluation that might help teachers and caregivers decide how best to support children's learning. These findings suggest that private speech can be used as an indicator of how well children use other regulatory abilities, such as effortful control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01