The importance of self‐regulation

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

Dados Bibliográficos

ID21723136
AutoresAlice Nucifora (Queensland University of Technology), Sue Walker (0000-0002-7267-9978, Queensland University of Technology, autor correspondente)
Ano2021
Volume21
Fascículo1
Páginas3-18
Data de publicação2021-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Research in Special Educational Needs (JOURNAL)
Identificadores do periódicoISSN: 1471-3802 • E-ISSN: 1471-3802
EditoraWiley (PUBLISHER • GB)
DOI10.1111/1471-3802.12495
OpenAlexW3096566927
IdiomaEN
Citações recebidas4
Referências citadas63

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