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8 - Emotion, Emotion-Related Regulation, and Social Functioning

from Part II - Temperamental and Emotional Influences on Peer Relationships

Published online by Cambridge University Press:  08 August 2009

By
Nancy Eisenberg ,
Qing Zhou ,
Jeffrey Liew ,
Claire Champion  and
Sri Untari Pidada
Edited by
Xinyin Chen ,
Doran C. French  and
Barry H. Schneider
Nancy Eisenberg
Affiliation:
Arizona State University Tempe, Arizona, USA
Qing Zhou
Affiliation:
Arizona State University Tempe, Arizona, USA
Jeffrey Liew
Affiliation:
Arizona State University Tempe, Arizona, USA
Claire Champion
Affiliation:
Arizona State University Tempe, Arizona, USA
Sri Untari Pidada
Affiliation:
Padjadjaran University Bandung, Indonesia
Xinyin Chen
Affiliation:
University of Western Ontario
Doran C. French
Affiliation:
Illinois Wesleyan University
Barry H. Schneider
Affiliation:
University of Ottawa
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Summary

It is a well-established finding that children who are popular with peers tend to be prosocial and relatively appropriate in their social interactions (Rubin, Bukowski, & Parker, 1998). Thus, it is reasonable to predict that children who are liked by peers tend to be fairly well regulated. However, children who are overcontrolled – rigid and overly constrained in their behavior – may not be especially attractive to peers. In addition, the degree to which children regulate versus express their emotions may have a different significance in different cultures and, consequently, be differentially related to developmental outcomes.

In this chapter, we review conceptions of regulation/control relevant to managing emotion and its expression, discuss possible reasons for similarities and differences in the relations of emotionality and regulation to quality of children's social functioning, and summarize research from studies in three cultures outside of North America.

Emotion-Related Regulation/Control: Conceptual Distinctions

There is considerable debate regarding the definition of emotion regulation (Campos, Frankel, & Camras, 2004; Cole, Martin, & Dennis, 2004). In an attempt to include the many aspects of such regulation, Eisenberg and Spinrad (2004) defined emotion-related self-regulation as the process of influencing (i.e., initiating, avoiding, inhibiting, maintaining, or modulating) the occurrence, form, intensity, or duration of internal feeling states, emotion-related physiological and attentional processes, motivational states, and/or the behavioral concomitants of emotion in the service of accomplishing affect-related biological or social adaptation or achieving individual goals.

Type
Chapter
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Peer Relationships in Cultural Context , pp. 170 - 198
Publisher: Cambridge University Press
Print publication year: 2006

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