The importance of self‐regulation

A mediator of early socio‐emotional difficulties on later socio‐emotional and relational outcomes

Bibliographic Data

ID21723136
AuthorsAlice Nucifora (Queensland University of Technology), Sue Walker (0000-0002-7267-9978, Queensland University of Technology, corresponding author)
Year2021
Volume21
Issue1
Pages3-18
Publication date2021-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research in Special Educational Needs (JOURNAL)
Journal identifiersISSN: 1471-3802 • E-ISSN: 1471-3802
PublisherWiley (PUBLISHER • GB)
DOI10.1111/1471-3802.12495
OpenAlexW3096566927
LanguageEN
Citations received4
References cited63

Research suggests that a childhood diagnosis of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer teacher–child relationship quality and higher rates of externalising behaviours. It is proposed that the socio‐emotional problems experienced by those children with ASD and/or ADHD lead to poor teacher–child relationship quality and an increase in externalising behaviours. It is also proposed that self‐regulation skills and language ability may mediate these relationships. Data from the Longitudinal Study of Australian Children (LSAC) from 5107 participants whose ages ranged from 2 to 3, 6 to 7 and 10 to 11 years were used for these analyses. Outcome variables were teacher–child relationship quality and externalising behaviours. There were direct effects between ADHD/ASD and externalising behaviours (SDQ). Externalising behaviours were also fully mediated by self‐regulation. All other models showed significant partial mediation. Findings suggest that language was not significantly related to either outcome variable. These results support the conclusion that self‐regulation is a protective factor for those diagnosed with ASD and other disorders with associated socio‐emotional problems such as ADHD. Results also suggest that a focus on self‐regulation skills in educational programs has the potential to improve socio‐relational outcomes for all children with socio‐emotional difficulties

Autism · Autism spectrum disorder · Developmental psychology · Emotional Regulation · Longitudinal study · Mediation · Attention Deficit Hyperactivity Disorder · Autism Spectrum Disorder Research · Clinical Psychology · Family and Disability Support Research · Medicine · Psychology