Emotion Regulation in Interaction. A Bioecological Examination of Regulatory Functioning, Peer Interaction and Behavioral Adjustment in Early Childhood.

Autor/in	Nischak, Pablo
Titel	Emotion Regulation in Interaction. A Bioecological Examination of Regulatory Functioning, Peer Interaction and Behavioral Adjustment in Early Childhood.
Quelle	Konstanz: KOPS Universität Konstanz (2026), V, 194 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Dissertation, Universität Konstanz, 2026.
Sprache	englisch
Dokumenttyp	online; Monografie
URN	urn:nbn:de:bsz:352-2-si1avcdugwsb3
Schlagwörter	Gefühl; Kind; Interaktion; Dissertation
Abstract	Emotion regulation (ER) is a central developmental capacity in early childhood and a key predictor of children´s social, behavioral, and academic adjustment. Although ER is often conceptualized as an individual skill, contemporary developmental theories emphasize that regulation emerges within social interaction and is shaped by the ecological contexts in which children participate. Guided by Bronfenbrenner´s bioecological framework (Process-Person- Context-Time; PPCT), this dissertation conceptualizes preschool children´s ER as an emergent functioning enacted within proximal processes, reflecting dynamic regulatory activity unfolding through recurring interactions between children and their social environments across time. Across three empirical studies, the dissertation examines ER as it is enacted within peer interactions and classroom (playgroup) microsystems during the preschool period. Study I examines the Emotion Regulation Scoring System (ERSS) as an observational tool for capturing children´s ER as it is enacted within emotionally meaningful peer interaction episodes. Results demonstrate that observed ER shows coherent organization within interaction episodes, sensitivity to activity affordances, and systematic associations with children´s physiological, emotional, and behavioral characteristics, while also exhibiting meaningful micro-time variability. Study II extends this analysis to the dyadic level using the Social Relations Model, decomposing observed ER into actor, partner, and relationship components. Findings indicate that ER reflects both stable child-level tendencies and substantial dyad-specific processes, while generalized partner effects and reciprocal symmetry are not supported, highlighting the situated and co-constructed nature of early peer regulation. Study III situates ER within classroom microsystems, examining how peers´ observed ER and educators´ emotional and behavioral support jointly shape children´s regulatory development and externalizing behavior over time. Results reveal context-dependent peer effects and a central role for educator scaffolding, with peer processes contributing selectively to changes in behavioral regulation. Taken together, the findings demonstrate that ER in early childhood is a multi-level, transactional, and context-dependent phenomenon. ER emerges from the ongoing interplay between children´s characteristics, interaction partners, activity settings, and classroom emotional climates, and accumulates across moments, relationships, and repeated participation in everyday contexts into developmentally meaningful patterns. By empirically operationalizing multiple PPCT components, this dissertation advances a process-oriented, ecologically grounded account of ER development and identifies developmentally timed relational and contextual leverage points for supporting regulatory functioning in early educational settings. (übernommen).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2026/4