Susan P. Keane

TL;DR: How emotion regulation skills facilitate children's development of a positive student-teacher relationship and cognitive processing and independent learning behavior, both of which are important for academic motivation and success are discussed.

TL;DR: Although externalizing behavior typically peaks in toddlerhood and decreases by school entry, some children do not show this normative decline and the development of adaptive skills that lead to normative declines in Externalizing behavior across childhood is discussed.

TL;DR: The relations between 4 sources of family stress and the emotion socialization practice of mothers' and fathers' responses to children's negative emotions were examined and suggest that measures ofFamily stress relate to supportive and nonsupportive parental responses, though many of these relations differ by parent gender.

TL;DR: Findings indicate that the children at risk for mixed problems displayed greater cardiac vagal withdrawal across the five tasks than did the other two groups of children, and its implications for patterns of risk for behavior problems in young children are discussed.

TL;DR: The authors examined whether preschool children's emotion regulation, problem behaviors, and kindergarten behavioral self-regulation in the classroom were predictors of kindergarten achievement scores, and found that children who have difficulty regulating their behavior in one setting (such as home) may also have difficulty with regulation in other settings (e.g., school).