Placing emotional self-regulation in sociocultural and socioeconomic contexts.
In their review, Cole, Martin, and Dennis (this issue) relied on a valuable set of empirical examples of emotion regulation in infancy, toddlerhood, and the preschool period to make their case. These examples can be extended to include an emergent body of published research examining normative emotional regulatory processes among low-income and ethnic minority children using similar experimental methods. The following article considers emotion regulation across differing income, risk, and sociocultural contexts. Review of this literature points to ways these broader contexts are likely to influence children's development of emotional self-regulation. This review also points to innovative analytic approaches that might be useful in inferring causal mechanisms in emotion regulation research.
Raver
C Cybele
CC
Harris Graduate School of Public Policy, University of Chicago, Chicago, IL 60637, USA. Cybele@uchicago.edu
D002648:Child; D002657:Child Development; D003469:Culture; D004644:Emotions; D006801:Humans; D007223:Infant; D011584:Psychology; D002666:Psychology, Child; D020377:Self Efficacy; D013997:Time Factors