Related Experiment Video
Updated: Mar 4, 2026
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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
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Emotion Regulation Profiles Using Multiple Components and Contexts: Correlates and Consequences From Early Childhood
Sujin Lee1, Erna Chiu2, Alaina Schreiner3
1Department of Psychiatry Michigan Medicine, University of Michigan, Ann Arbor, MI, USA, 4250 Plymouth Road, Rachel Upjohn Building, 48109. sujinlee@umich.edu.
Research on Child and Adolescent Psychopathology
|March 2, 2026
Summary
This study identified three emotion regulation (ER) profiles in early childhood: Well-Regulated, Cognitively Disinhibited, and Underregulated. Well-regulated children showed higher IQs, while cognitively disinhibited children faced academic and social challenges.
Area of Science:
- Developmental Psychology
- Child Psychology
- Emotional Regulation Research
Background:
- Emotion regulation (ER) is crucial for child development, yet often studied with single methods.
- Early childhood is a critical period for developing ER skills.
- A comprehensive, person-centered approach using multiple indicators is needed to understand ER.
Purpose of the Study:
- To comprehensively assess emotion regulation (ER) in early childhood using a person-centered approach.
- To examine multiple components (negative emotional reactivity, cognitive control) and contexts (mother report, behavioral, interactive tasks) of ER.
- To explore child and family risk factors associated with ER and its long-term adjustment outcomes.
Main Methods:
- Latent profile analysis was used to identify distinct ER profiles.
- Data were collected from 238 children and their mothers at ages 3, 6, and 10.
- Multiple methods and informants were employed to assess ER components and contexts.
Main Results:
- Three ER profiles emerged: Well-Regulated, Cognitively Disinhibited, and Underregulated.
- Children in the Well-Regulated group had significantly higher IQs.
- The Cognitively Disinhibited group exhibited lower academic achievement and higher relational aggression at age 10.
Conclusions:
- Findings advance the understanding of preschool-period ER by identifying distinct profiles.
- Early identification of ER difficulties can inform targeted interventions.
- ER challenges are a transdiagnostic risk factor for long-term adjustment issues.
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