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Updated: Jul 25, 2025

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
The Relationship Between Temperament Characteristics and Emotion Regulation Abilities in Institutionalized and
Mariana Sousa1, Maria Manuela Peixoto2, Orlanda Cruz2
1The Psychology for Positive Development Research Center, Lusíada University - Porto, Porto, Portugal.
Abstract:
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.
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