2004/03/01 by C. Cybele Raver · 453 citations
Psychology · Social Sciences · #Child and Adolescent Psychosocial and Emotional Development #Cognitive psychology #Developmental psychology #Early Childhood Education and Development #Emotional regulation #Epistemology #Ethnic group #Normative #Parental Involvement in Education #Psychology #Set (abstract data type) #Social psychology #Sociocultural evolution #Socioeconomic status #Sociology
paper · doi:10.1111/j.1467-8624.2004.00676.x
published in Child Development 75(2), 346-353 (Wiley)
openalex publication_date 2004/03/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/15
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.