Browsing by Author "Day, Kimberly L."

Now showing 1 - 2 of 2
  • Thumbnail Image
    Children's Private Speech During an Emotion-Eliciting Task
    Day, Kimberly L. (Virginia Tech, 2010-04-30)
    This study informs research on how private speech, which is typically seen as a cognitive ability, is utilized during an emotion-eliciting task. This research helps to bridge the divide between cognitive and emotional aspects of children's self-regulation by integrating how cognitive private speech strategies may be used to regulate emotion. Preschool-aged children (n = 116) completed a frustration task. Emotional expressions (anger and sadness), emotion regulation strategies (distraction and self-comforting behaviors), persistence (latency to quit and duration of on-task behavior), and children's private speech were coded. Whereas higher levels of nonfacilitative task-relevant private speech were associated with higher levels of both sadness and anger, social speech was positively associated with sadness, and inaudible muttering was positively associated with anger. Private speech, specifically vocalizations and task-irrelevant private speech, was also positively associated with the regulation strategies of self-comforting and distraction. Facilitative task-relevant private speech, however, was negatively associated with distraction. Finally, higher levels of social speech were associated with less persistence, while higher levels of facilitative task-relevant private speech was associated with more persistence. Findings from this study support the idea that private speech can have a regulatory effect during frustrating situations that children experience. Private speech occurred alongside emotions and regulation strategies in meaningful ways. Including measures of private speech in future studies on emotion regulation will add more detail and depth to researchers' understanding of children's regulatory abilities. In the future, interventions could be created to encourage children's use of private speech to enhance their emotion regulatory abilities.
  • Thumbnail Image
    Relations Between Parent Emotion Coaching and Children's Emotionality: The Importance of Children's Cognitive and Emotional Self-Regulation
    Day, Kimberly L. (Virginia Tech, 2014-04-27)
    Children's self-regulation has been found to be related to optimal developmental outcomes; however, researchers are still investigating how cognitive and emotional regulation work together to explain development of self-regulation. This study investigated how children's private speech interacted with emotion regulation, conceptualized as effortful control, to predict children's emotionality. I also examined how private speech and effortful control may be different strategies of self-regulation that more fully explain the relation of parental emotion coaching philosophy to children's emotionality. Preschool-aged children (n = 156) and their primary caregivers participated in this study. Parental emotion coaching was observationally measured as encouraging of negative emotion when discussing a time when children were upset. Children's non-beneficial private speech was transcribed and coded during a cognitively-taxing task. Children's effortful control (attention shifting, attention focusing, and inhibitory control) and negative emotion (anger and sadness) were measured using parent-report on the Child Behavior Questionnaire (CBQ). It was found that children's parent-reported effortful control significantly mediated the relation between parent's observed emotion coaching philosophy and children's reported negative emotionality. Parents who did more emotion coaching had children reported to have greater effortful control and in turn were reported as less emotionally negative. While parental emotion coaching did not predict children's non-beneficial private speech, children who used less of the non-beneficial private speech were reported as less emotionally negative. Lastly, children's private speech and effortful control interacted to predict children's negative emotion. When children were low in effortful control they were high in negative emotion, regardless of how much non-beneficial private speech they used. However, children with higher levels of effortful control were reported as less negative when non-beneficial private speech was low. This research supports the importance of considering both cognitive and emotional development together, because private speech and emotion regulation interacted to predict children's negative emotionality. In addition, parents who support and encourage negative emotions may aid children's effortful control. This research further supports the importance of children's use of private speech in the classroom because non-beneficial private speech may be an additional cue for teachers and caregivers to know that a child needs assistance.