The Development of Self-Control of Emotion: Intrinsic and Extrinsic Influences

By Nick C Fox, S. Calkins. 2003

506 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/395dfb3238dd73f68976a4ef894c33e52595c983

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “…or similar regulatory processes involved in behavioral regulation (i.e., effortful control), so we expected links between the HTKS and teacher ratings of interpersonal skills (Calkins, 2007; Fox & Calkins, 2003; Kiley-Brabeck & Sobin, 2006; Patrick, 1997; Pettit, Harrist, Bates, & Dodge, 1991).”
Emotion Regulation Across the Life Span: An Integrative Perspective Emphasizing Self-Regulation, Positive Affect, and Dyadic Processes (2003, background): “Fox and Calkins (2003) noted that overcontrol of negative emotions P1: GRA Motivation and Emotion [me] pp911-moem-468765 June 24, 2003 16:17 Style file version Nov 28th, 2002”
Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation (2009, background): “…over and over again in a variety of different intellectual, social and emotional domains, including the development of behavioral selfregulation (Fox & Calkins, 2003), the capacity to delay gratification (Ayduk, 2007); the development of emotional regulation (Schore & Schore, 2008); attachment…”
The Emotion Regulation Index for Children and Adolescents (ERICA): A Psychometric Investigation (2010, background): “Research related to these dimensions has demonstrated that parents who engage with a child’s displays of negative emotions in a controlling and overprotective manner inhibit the child from experimenting with various ER strategies (Bell and Calkins 2000; Fox and Calkins 2003).”
The roles of temperamental dispositions and perceived parenting behaviours in the use of two emotion regulation strategies in late childhood (2009, unknown): “A parent who engages with and supports a child displaying negative emotions in a controlling and overprotectivemanner inhibits the child from experimentingwith various ER strategies (Bell & Calkins, 2000; Fox & Calkins, 2003).”
Parent-infant synchrony and the construction of shared timing; physiological precursors, developmental outcomes, and risk conditions. (2007, background): “…Luu, & Pribram, 1995), the cycling of that system between processes of excitation and inhibition (Posner & Rothbart, 2000), and the integration of physiological, behavioral, and mental processes into a goal-directed action which is then internalized as mental representation (Fox & Calkins, 2003).”
From entrepreneurial intentions to actions: Self-control and action-related doubt, fear, and aversion (2015, background): “Gollwitzer (1999) points out the many challenges of the volitional action phases that include warding off distractions, flexibly stepping up efforts in the face of difficulties, dealingwith dips inmotivation following failures, and negotiating conflicts between competing goals.”
Cognitive and Emotional Aspects of Self-Regulation in Preschoolers. (2007, methodology): “Age-related changes in ER have previously been reported in the literature when traditional measures of emotional control, such as facial expression or physiological markers, were used (e.g., Fox & Calkins, 2003).”
The development of coping. (2007, background): “They also develop rudimentary skills that they can use to regulate their emotional displays (Fox & Calkins, 2003; Rothbart, Derryberry, & Posner, 1994; Ruff & Rothbart, 1996), and are better able to direct their attention towards or away from environmental events in order to regulate emotion and…”
Emotional reactions and regulatory responses to negative and positive events: Associations with attachment and gender (2010, background): “Although emotions are an innate, universal experience, how people choose to regulate or even interpret felt emotions could be learned as a result of extrinsic influences, such as socialization from parents or broader cultural norms (e.g., Fox and Calkins 2003 ).”
The Impact of Parenting on Emotion Regulation During Childhood and Adolescence (2017, background): “involving both internal and external components that occur in the context of the parent–child relationship (9).”