This article isprotected rights by All copyright. reserved. 10.1111/sode.12372 doi: lead todifferences version between this andthe ofPleasec Version Record. been and throughtypesetting, proofreadingwhich may thecopyediting, process, pagination This article undergone has for and buthas accepted been not review publication fullpeer and i forBronwen their Whitten help thecollection Thompson,andShawntel Schryver,Jamie in Dodge, Emily Maria VandenAnnastasia Hanenburg, Redden, CarlottaJickling, Heymann, 1173 a The authors thatthey declare no have Articletype : Original Manuscript ROBERTDR. JCOPLAN (Orcid : ID 0000 WILLMR. HIPSON E (Orcid : ID 0000 Social Sciences and Humanities Research Council of Canada Insight Grant ResearchofCanada Social Sciences andHumanities Council Accepted Articlea Carleton University, Canada, Ottawa, Active nputting ofdata. ) to author Coplan. LauraThe Laura authors thank Davin, wishto Samantha Cater, This research was support byThis research an was support Emotion Regulation Mediates Links Mediates Regulation Emotion in Shynessand Social Adjustment between Will E. Will

Correspondence to:

Hipson a -

, Robert J. Coplan 0002 - 0003 Acknowledgements Conflict of Interest of Conflict competing interests. - 3931 Ontario Graduate Scholarship Graduate Ontario - b 3696 Mount Saint Vincent Canada Saint Mount University, Halifax, Preschool w - 2189) [email protected] -

2108)

a

, andSéguin Daniel G.

to author Hipsonand b ite this articleite this as

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This article isprotected rights by All copyright. reserved. adjustment Keywords: emotional development. onourexpand understanding of the model predicting and the results, E rated adjustment role among associations. these interacting withothers negative adjustment evaluative concerns

Accepted Articlearly assessed childhood educators indices adjustmentfour monthslater. ofsocial sociallywithdrawn behaviors of emotion regulation strategiesof emotion regulation childre S

hy emotions

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This article isprotected rights by All copyright. reserved. Acceptedcontributes difficulties throughoutchildhood. tosocial adjustment situations difficulties and engag more &Denham, Dunsmore, 200 component in learning touse strategiest emotion competenc mechanisms underl yet(e.g., & Sette, Baumgartner, 2014),comparatively Schneider, isknownabout the little Article &Coplan, These Bowker, difficulties 2009). adjustment are social inearly evident childhood difficultieschildhood, throughout situations. Clarke, & Snidman, Garcia conceptualconstructs inhibi such as overlapwith behavioral perceived social ( evaluation encounteringas well as a self stranger), temperamental characterizedunease bywariness and trait of inthe face cancontexts be particularly developemotional competencies social and

prosocial ofEarlytime prodigious also childhood is a ofemotion development Preschool aperiodearly is ofexploration social - related physiological

e (Rubin etal., 2009). i

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r es. in empathy egulating emotions egulating emotions their Emotion regulation Emotion

behavior

ying social interactionssocial withpeers and relations al., (Blair et2015;

also

(Song, Colasante, &(Song, Colasante, 2018). Malti,

young because are they

hat associated with defici -

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reduce of expression negative the emotions

and cognitive

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particularly (Rubin, along theinternalizingdimension is

the process modulating and emotion expression of - consciousness and embarrassment in situations of in situations andembarrassmentconsciousness but more able todispel able more . However, for .

pertains pertains stre processes (G processes often often adjustment. adjustment. Crozier, 1995). Crozier, t ssful (Coplan ssful s insocial competencewell as as adjustment react intensely inemotional more specifically in towariness

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ross, 201

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Arbeau

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social novelty social , 2008). 2008). is acritical - related

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This article isprotected rights by All copyright. reserved. Accepted Sanson,&Coplan, 2012 Mathiesen, were 2012) (behavioral 2017 depressive ( symptoms also tendtodisplay more Krasnor,& 2014; Nocita, presence ofpeers research in childhood, butmany rootearly take childhood adjustmentissues in ofthese Articlejoining in( child of fear and anxiety 2005). anxiety experienc adjusting and opportunities for social interaction in Shyness educators ; Sette,Zava,&Baiocco, 2017 Baumgartner, Coplan, ren found to , and Thus, despite a forshy desire social mayby children interaction, befeelings inundated S Early education environments and impedes their

can be often observed hyness associatedwitharange is socio of e in these setting

Coplan, Arbeau,Coplan, & 2008 Armer, s elevated physiological reactivity North America E inhibition table arly poses predict ,

and, consequently, by excluded and, more may be pe increasing levels ofshyness C

that

hild challenges for

) symptoms of of symptoms

Coplan, Ooi,Coplan, Xiao,& Rose

is a riskfor factor later trigger hood s internalizing

Ooi, Baldwin,& Rose Coplan, abilityplay interactions toengage inpeer etgroup al., and (Fox (Coplan &

found that

social avoidance (Asendorpf,social 1990). hovering on the outskirts of instead peergroup of activities ontheoutskirts hovering . all anxiety and depression Sudden exposure to a new environment withnewSudden exposureenvironment peers toanew ).

Arbeau

shy preschoolers shy preschoolers expose young expose topreviously children unparalleled

children problems ).

in social situations in social , 200

, yet , s in a longitudinal studyin a Norwegian children of ocial ocial , such as , such 8 - - Krasnor. ) emotional difficulties shy children . a Forexample nxiety frequentlyalone inthe play optto -

anxious Krasnor, 2018 ). in

2018; Furthermore, s d adolescence ( adolescence isorder , which leads feelings to of have diff particular - , shy children ers withdrawn behaviorswithdrawn and Kopala Indeed, y Indeed,

( (Clauss & Blackford, Coplan, Ooi,Rose Coplan, ).

throughout throughout

- Shy preschoolers SibleyKlein, & Karevold, Ystrøm, hyness .

For instance, oung tend to

shy iculty iculty

-

This article isprotected rights by All copyright. reserved. Beck,Lukon,& 2002; Schonberg, childhood demands onchildren’saffective competence social strategies becomes increasinglysalient duringprescho as distraction physicalcomfort strategies, seeking strategies, whereas effortful usemore such preschoolers Feldman,Ram, Kopp,1989 2018; 2009; reactive(i.e., bottom e behaviors thatserve tomodulate a (Halberstadtet al.,2001) competence Emotion the factorscontribute great tothese that difficulties of is importance. appear riskinprescho for a adjustmentdifficulties tobe heightened societal expectationsLadd, (Gazelle& 2003). greater compared degrees ofpeer toshygirls victimization aligns whose behavior with dominant. Asa result, shy favorablyand,boys areless perceived inturn,expe by peers genderNorthnorms thatcharacterize American boys asstereotypically assertive and acceptab begender theresult of a bias,shyness perceived socially societal is whereby as less shyness Accepted regulationmotion Article Researchers have identified An important part ofearly thedevelopmentchildhood is ofaffective social T are le here is R :

for boysfor active

egulation , which more negative for boys (Doey, Coplan, & negativefor believedmore is boysKingsbury, (Doey,Coplan, to 2014). This and problem also

and

strategies includes compared to girls 2004).Coplan, compared & (Rubin to - accumulating evidence to suggest that theaccumulating consequencesassociated evidence tosuggest that with

up) as children’sup) S passive trategies .

Emotion regulationEmotion strategies - solving

the use of adaptivethe use of

become increasingly increasingly become strategies

n Silk, Shaw, Skuban,Silk, 2006).& Active Oland, Kovacs, (Cole et al.,2011).

t emotional response(Eisenberg et al.,2003). wo broadcategor

executive functioning ( ). Cole, Zahn Cole, Forexample, toddlers use

Taken together, shy children (especially together, shy children Taken boys)

strategies strategies intentional

(Halberstadt etal., 2001) - Wax ies ies

ol as peers and adults placegreaterol aspeersand adults The useof are intentional orautomatic of

ler, & 1994; Smith, for dealingfor with emotion regulation in strategies develops develops

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more .

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. u

intentional Gilliom, Shaw, Gilliom,

nder - and less soothing andsoothing Generally, standing emotions rience

This article isprotected rights by All copyright. reserved. Walker, and Degnan,Fox, Henderson(2015) thelinkbetweenmayexplain adjustment difficulties.and instance, For social shyness anddepressiveanxious &(Kingsbury, symptomatology Rose Coplan, worrying, ruminating, self among response inshychildren E experience heightenedemotio &2015). Watson, comfort andwere another study, included American rather than and Shyness Hoek emotions but compared topassive strategies behaviors (e.g., strategies are characterized and by the situation resortingfrom tosecondary disengagement and tendtobe focused toward distress (e.g., strategies

Acceptedmotionallycharged situations Article sema, & 2010sema, Schweizer,

older Extending th There suggest evidence issome to that

physical comfort

are preschoolers, shyness was associated with the useof shynesswith associated preschoolers, was

active toregulate strategies emotions

children are thelong lesseffective in at regulating emotions intentional attempt E problem shy (behavioral motion se

lf engaged infewer Shy children maychildren Shygreater difficulty emotions have because regulating they - is further, researchersexplore whether regulation have begun toemotion soothing that shyness associatedwith is that - solving behaviorssolving R

(Morales, Pérez egulation

- seekingand passive waiting pitying, and self ). nal reactivity Henderson, Fox, & (Hane, 2008). Marshall, ly

removing or changingremoving or ; Compas et; Compas al.,2017 because Ingeneral,effective active tend strategies tobemore also tendency havegreater avoidance a toelicitathreat

s inhibited)

to change toreduceemotion orsituation ormodify the

constructive passive provide strategies short ). - Edgar,& Buss, 2015). These preschoolers morepreschoolers frequently soughtmaternal - blaming

reported s hy children hy children . For example,

strategies strategies arestrategies intheir more onset deliberate ) ; allofwhich

internalizing coping,which includes . the stressor itself. the stressor

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in response tofear in response shy are ,

Shaw, &Shaw, Moilanen, ness

more in a sample of in asample passive behaviors,

Lastly, - term ( term portend increased riskof increased portend

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likely to employ likely to - Krasnor, 2013). -

Aldao, Nolen Aldao, In contrast,passive term relief tonegativeterm there is

(Root, Byrne, North

inhibition evidence

which 2011). -

passive Penela, Penela,

) In

This article isprotected rights by All copyright. reserved. more of comprehensive view (Buss, 2011). youngthat fearalsoadjustment difficulties contributeto dysregulation children’s may social internalizing problems and (Zeman externalizing or repertoire typically ofstrategies incontexts frustration toexternalizing emotions like limited settings laboratory,given children that shy an active i strategy ignoringengaging andactivity thestressor inanalternate sometimes butis problemDollarA similar regarding &arises 2012). Stifter, more effortfulcompared strategy toself modifyguidance other On hand, entailscaregiverand thestressor. from seeking it aa is the passive categorythe directing childtoremove because isnot their or regulatory behaviors conceptualizedor passive. as hand, Onthe active one regulationForinstance, strategies. always isnot it clear whi and passive waiting) problems mediatedtheassociation externalizing for and internalizingelementary in problems school Feng children’s social positive interaction andengage ability toinitiate play. insocial Specifically, in preschool predicted

Acceptedanger Article et al. et This limitation This limitation is compounded by These due findingstodifferences aredifficultcompare classifying somewhat to in .

(Lougheed & Hollenstein, 2012) (LougheedHollenstein, & Moreover, previou less

(2011) found that , which active Thus, e Thus, active n terms ofattention shifting n terms

emotion regulation association mediated between the shyne subsequently emotion regulationemotion (reflecting strategy activeand high lowpassive use) xamining emotion regulat s research distraction its relationits shyness. to

predicted social competence inmiddle predicted social

are to predisposed

of emotion regulationof ha - mediated the link between link preschoolersmediated the shyness in s

. oothing (Bernzweig,Eisenberg,&oothing Fabes, 1993; challenges interpreting the these findings outside Angerregulation indeed is

ion ion ( e.g., , whereas ,

et al., et across

Fengal., 2011). et

behaveunfamiliar differently in support

2002

anger and fear contexts offersfear a andcontexts anger p assive distraction ch strategiesare best ), but

seeking s

assessed aassessed restricted strategies (comfortstrategies seeking there isevidence tosuggest

implicated inboth , which isconstrued, which as could be lumped within could

. childhood

conceptualized as ss and ss

Incontrast . , This article isprotected rights by All copyright. reserved. implications associations regulation amore indicator is of salient expected tomediate linkages, these studieshave asprevious a suggested lackactive that of regulation self strategies (e.g., behaviorsanxious associated with expected tobe associated association between shyness andindices adjustment ofsocial young (Derryberry children & Rothbart, 1997). study because (Gillio used to identify types strategy than conceptually mediators between inthe links and ofsocial indices adjustmentinpreschool. shyness was toinvestigate a array diverse ofemotionstrategies regulation potential roles and as their explored someat strategies theof expense others these associations, as resea H be a linking mechanism adjustment shyness social to social adjustment The

Accepted Articleowever, Current m O We It established isapivotal componentthat emotion hasbeenwell regulation of

et al.,2002 n a more exploratory basis,

is it unclearis it precisely with

hypothesized that .

for Forexample, i

S emotional expressions in theseemotional in were expressions contexts deemed tudy

prosocial behaviorprosocial and boys

in . grouping

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earlychildhood . ’ social adjustment ’ social Strategiesanger and inresponsewere inthe current fearchosen to rchers have n light ofevidence suggesting that strategies strategies active active , which were subsequently, labeled - soothing, support feweractive strategies

which . emotion regulation

we examined Research a priori a priori conceptualized strategies waysconceptualized indifferent emotion regulation emotion regulation negatively associated withnegatively social

in North America typically adjustment difficulties adjustment as orpassive active

further suggestsfurther thatemotion regulation

. seeking) were explored, but wereseeking) subsumed under theof label Accordingly, t possible possible

, (Fenget al.,2011; Penela et al.,2015). which would,inturn, strategies

strategies (Doey gender differences . Specifically,shyness was shyness he goal of the currentgoal studyhe of in

,

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(Penela et al.,2015) ha

2014 s more negatives

be positively previous theory ; Gazelle & were not among these among these passive

salient for salient

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optimal optimal Rather and

may

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This article isprotected rights by All copyright. reserved. 3 community college, 4 had completedonly, high school 1 mothers andfathers 2%had ofnotcompleted school, high 5%of 1 mothers and educationstatus, thus usedas was for aproxy socioeconomic status. centres collection notpermitofconcerning did the data remainin The majority of followed by AsianBlack (8.9%), Aboriginal(.8%),and (5.2%), (.4%) Hispanic (7.7%). Other central Sc Nova childcarecentres wasdistribution consistentforgirls. boysand age ( Participants be moderatedgender. by we would alsothe whether between explored link emotion regulationadjustment andsocial Shewark,& 2013 Denham, Bassett, stronglysocial among issues adjustment withgirls associated boys than ( amongFinally boys. regulation strategies, thatshyness such and social adjustment Ladd, 2003 3

Accepted offathers%graduate ofmothers obtained and 26% had degrees. Article M Participants were = 3 g divorced ( single(7.7%), orseparated being 8.6 ) , we explored , we

2

mo otia ( primary caregiverprimary in nth

two urban/suburban located regions Ontario insoutheastern , there is some eviden thereissome , n . 2 s We alsoWe whetherpattern explored this % ofmothers% and = 99 = , SD

N = N whethergenderm would ) = ,

Canada 248 children (128248 boys 6.12 s reported being 9 ) . % of mothers and% ofmothers1 ; Hipson, Gardiner,; Hipson, Coplan,& Ooi,2017

Consent rate was approximately andConsent rate a 30% . The predominant ethnicity predominant The White was (76.8%) might 40 ce tosuggestce Method % of fathers% hada of received university degree,

be with associated fewer active strategies Children were

married

oderatebetweenassociation the shyness , 120 girls, 120 4.5%) 8 that parental % of fathers had completed % offatherscompleted had

or emotion regulation is emotion regulation

, attending and 32preschools

might or other (1.2%) other or common law (86.6%)common law ) ranging from 2

income or employmentincome or

extend toemotion extend

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Childcare Consequently, .5 1 ge ( % offathers n

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more ) and )

and This article isprotected rights by All copyright. reserved. Acceptedconstructive/instrumental coping directed speech regulation, resulting intwo assessedanger and anotherregulation withoneitempertaining to tofear pertaining Mirabile,(ERSQ; 2014) Emotion regulation Measures wereapproved UniversityBoard. Ethics byReview the 42.208 ( educators). the children’sadjustment social consent forms, Articlethe childcareprovided centre educators and withpackages containing study information, regulationchildren’semotion shyness andstrategies. information (child age,gender,marital parentstatus,ethnicity), an education, relationship thechild. to questionnaires. was Noinformation collected primarygender onthe caregiver’s or end parents received behaviorsanxious due tounfamiliarity withthe preschool environment.Fall, During the during Procedure ir - of

childcare to centre prior - Winter/S day pick day Parents Data were collected df

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during emotion regulation strategies. . The . The of the t Little’s testwas MCAR significant: not

the - lag children are eight

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to reduce missing at randommissing

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χ2 = χ2 during

, This article isprotected rights by All copyright. reserved. object and anger. distraction for fear fourth component was label emotions: component was labeled comforting (angerandand fear), strategies acrossbothemotions: are test ofsphericity was significant, the variance KMOisrequired (seegood TableFA a reached 1). .694(≥ for .6 four remov rotation adaptive ( asks me for help fixingtheproblem”) in comfort looking parts at of clothes, his/herbody orplaying oruses with or or ateddyblanket comforting finds a toy t something else”) distraction gatherin information Accepted Articleranging from 0

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verbal ) and Bartlett’s) and (e.g., “S/he - type scale Finally, t ,

. basis) self ”) After Self , - -

as a he This article isprotected rights by All copyright. reserved. Acceptedindirect effect of adjustment indices asoutcomes. with shynessand variable,activeregulation social astheindependent asthemediator, between andindices shyness ofsoc Analytic samplesmultiple (Ladd,Herald applies). ItemsareratedLikert usinga with peers peers fearful or situations” afraidornew things ofnew behaviors, which includes BehaviorChild Scale ArticleEducator validity Dougherty, Olino, (e.g.,Klein, Durbin,& 2011). Dyson, 2008) internal consistency ( ranging other children, nervous sometimes butis to” the subscalechildren’s assessing & (Coplan, Prakash, O’Neil, Shyness

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Th To explore thehypothesis regulation thatemotion strategies would Educators Maternal ratingswere obtained ofshyness the using from 1 (not at all)In to5(afrom sample, these strong current 1(notat lot). items demonstrated the

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R (7 items lan atings , e.g., “likes tobe alone,“likes wi, e.g.,

shyness provided information onchildren’susing inpreschool adjustment social provided information

, e.g., “seems, e.g.,other whenare concerned children distressed”

has demonstrated excellent demonstrated convergenthas andpredictivevalidity across

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= .87) =

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= .90

links links prosocial prosocial ). with

the This article isprotected rights by All copyright. reserved. associated β Mediation however, were no educator of MANOVAs withparent any the variablesof of interest. covariate i negatively associated withasocial behavior negatively Of note,shynessandassociated waspositively significantly with asocialbehavior and Preliminary analyses, models4and using 59respectively, with5000boot macro2.16.3; Hayes, (version themediation for andmoderated 2016)torun SPSS mediation regulation to basis child gender& (Preacher, Rucker, Hayes, 2007). m significantlywith shyness. associated bootstrapping = Accepted Articleode - .0

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This article isprotected rights by All copyright. reserved. be active better abletocallappropriate because upon strategies contexts they in had have active was emotion regulation withchildage positively associated reflect self intentional, b studythis comprised problem only one implicated thatwas emotion regulato strategies shareand, isindicative inthese considerablethus, of contexts variance werereported and however, fear angercontexts; inboth children’s regulat emotion preschoolers p negatively associated withasocial for behavior girls boys compared to SE Figure 2) active toasocial regulation behavior .014, .022]. the relation behavior andanxious between shyness associated with subsequent whereby in the prediction of behavior ehaviors. sophisticated aremeans These regulating more of emotions because negative they Accepted> .05,95% CI [ Article = .017, The present examinedtheroleemotion regulation study of strategies inshy Furthera

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This article isprotected rights by All copyright. reserved. Acceptedcontrast to matters for shypreschoolers children supportfrom are educators receiving additional difficulties in behaviors rese confronting inanappropriate thesituation manner. shyfrom may children retreatthatelicit socialstrong situations emotions et al.,2018) making difficult engage it to in a distressed peer, shy may children experience sympathy, overwhelmingfeelings of thus appropriate the o strategysituation) for situations Article inhibition) Penela et al. associated with regulation positivelywithprosocial was behaviorand subsequently associated negatively adjustmen hypothesis, mediated regulation active thelinkbetweenand shyness mechanisms social to adjustmentdifficulties. linking shyness youngthat surpass competencies. preschoolers’ 2018) more opportunities topractice theseinthepreschool social context skills arch . Active One resultsthat interpretation ofthese is The regulationgoal primary thisresearch emotion toexplore as was of strategies

among Italianamong children , causing experience in themto deficits , t

and active emotion regulationactivemediate association.and this emotion not did . Specifically, previous with . This ( 2015),

educators strategies maystrategies socially withdrawn socially later also explain

research who found that who

social competence. ’ observingand’ of reporting shyness withassociated active negatively was regulation ’

( also adjustment and not the st adjustment and notthe Fengal., 2011 et s

prosocial behaviors the linkbetween activeregulation and (Sette et al.,2014) demand more sop behavior. behavior.

preschoolers r strategy implementation. Shy childrenShy may over become These findingsareThese consistent research with by ; Root etal.,; Root 2015

it is it ’ strategy (i.e., selection choosing the

active regu , shyness was with associated anxious not

However

histicated cognitive linguistic and abilities (Findlay, 2006;Song & Girardi, Coplan, preschoolers’ the rategy they useinplace ofit.

absence (Fanger, Frankel, & Hazen, 2012).

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lation lation Largelyc in contrast with previous in contrast with

) of activethat regulation of , shyness was associated, shynessnot

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, This article isprotected rights by All copyright. reserved. Accepted shyexplain children’searly difficulties. social current and previous corroborate findings competencies extend research ontheemotional that divergentbut with outcomes Petermann, 2012) interrupts when emotion adaptive regulating ways of performance effectivecompetence) (i.e., and/or their of active from stems regulation deficits in statistical tore power isneeded Articlemagnitudes mediation andyet moderated mediations producedstatistically findings, some significant the social inChina adjustment compared toNorth A some cases withdrawal for social children’s hasbeenfounddifferent tohave implications not adequately diversity reflect the ofpreschool children. largelyAlso, the sampleconsisted of method variance(e.g., observedassociationsemotion regulation). amongshyness the and than a tries toget he/she have”) cannot as what ismore indicative it ofpoor control inhibitory rather Moreover c tive regulation. Movingf forward, R elianceeducator concerns ofparent raises reports regarding and some shared , t emotion regulatory

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emotion regulation pathwayemotion regulation toschool social behavioral inhibition inpreschool inhibition social behavioral

Stifter, C.A.(2012).Stifter, regulation surgency Temperamental and as emotion doi:10.1016/j.ecresq.2006.07.009 , 3 , 178 - 19.

n: linkingand biology behavior -

194. doi: Coplan, R. J. (2006). Links (2006). R.J. Coplan, social between empathy, behavior, - Child Development,Child 80 reports of anxiety. temperament and , 390 , 10.1037/0012

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1 age internalizingage problems. L. R., &E. (2011).L. Social Durbin, R., C. , 544 , 0.1007/s10802 -

age children: Differential within awithin developmental -

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- 254. - rates the z Journal of .

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doi ol boys: Strategies, antecedents, and the Strategies,ol boys: antecedents, andthe :10.1111/1467

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This article isprotected rights by All copyright. reserved. AcceptedKopala & Rose Kingsbury, J., R. M.,Coplan, Karevold,Sanson, R.J., A.,& Coplan, E.,Ystrøm, J. S., Kagan, Reznick, Clarke, N.,& J., C.,Snidman, ArticleL., E.,Gardiner,L. & Hipson, W. S. Ooi, R.J., L. Coplan, agreeableness Maternal (2017). Shewark,Herndon, Bailey, S., E. A.,& K.J., Bassett, A.,Denham, H.(2013). S. C. H. Henderson,A., Pine, D.S.,& N H. Fox, Koglin,Helmsen, U.,& J., - children: Internalizingchildren: externalizing outcomes and ofconflicted social shyness versus functioning inchildhood. among of links examination thecomplex shyness, coping,and socioemotional Psychology,Child 40, relatedand ofsocio prediction changes, prospective study longitudinal infancy ofshyness toadolescence: Stability,age from theunfamiliar. to inhibition doi:10.1080/00221325.2016.1269715 socioemotional functioning at school. modera doi:10.1080/00221325.2012.759525 The Journal ofGenetic 174 Psychology, Prescho 224. risk: Adual &Psychiatry Human Development,43 behavior The mediating inpreschoolers: role information ofsocial processing. Sibley

doi:10.1038/npp.2014.189 , D. tes associations between young betweentes associations children’semotion dysregulation and olers’ emotion expressionolers’ andwithschool Relations adjustment. regulation:

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This article isprotected rights by All copyright. reserved. AcceptedMorales, Pérez S., Mirabile, (2014). P. S. Parents’ inconsistent emo & Lougheed, P., J. Article Chen, R. Coplan, Liu,Li,J., X., D., J., Ladd, M.(1996). &S. G. W., The Ateacher Profilet, childscale: behavior Ladd, HeraldG. W., Kopp, C.B. ofdistress (1989). andnegativeAdevelopmentalemotions: view. Regulation doi:10.1007/s10802 of social withdrawal. from threat mark 400. socioemotional adjustment. Development, 21 internalizingstrategies problems adolescence.with isassociatedin adjustment. shyness i Psychology, 32 young withdrawn, behaviors. children’sand aggressive, prosocial and adolescents. revisited:evaluation Alongitudinal withchildren, ofCBS subscales preadolescents, Developmental Psychology, 18 doi disinterest across childhood. :10.1016/j.jrp.2016.01.003

doi :10.1016/j.appdev.2014.06.003 n Chinese children:n Chinese Concurrent relations withindices andpredictive of -

Edgar, K.E.,Buss, & AttentionbiasesEdgar, K.A.(2015). towardaway and Hollenstein, T.(2012). repertoire Alimited emotion regulation of Social Development, 23 - Brown, S. L., K.(2009). S. &child be TheBrown, Andrews,R. , 1008 , 704 Psychological Assessment,Psychological 21 the relation betweenthe relation early dysregulatedfearemergence and thelater - 014 - Journal of Abnormal Child ofAbnormalChild Psychology,Journal 43 - 1024. 721. - 9963

doi

Journal Developmental ofApplied 35 Psychology, doi Journal ofPersonality Research, 67

- :10.1111/j.1467 , 199 9. Ding, X., & Zhou,&Ding, Unsociability X., Y.(2014). and :10.1037/0012

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tion socialization and socialization children’stion doi 136. :10.1037/0012 -

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doi - - Krasnor,L.children’s Young (2018). 10.1037//0033 Palme :10.1002/icd.1859

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McClowry, Enhan G.(2014). S. r Quarterly, 50, r Quarterly, - 1240. Multivariate Behavioral Research, , 501 ,

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doi:10.1111/bjdp.12236 - teacher relationships, 506 - aged children. - 534. .

, 185 Annual School , 647 ion of cing the . Infant

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This article isprotected rights by All copyright. reserved. Accepted Winer, A.C.,& andgirls, Phillips, D.A.Boys, “two (2012). cultures” of childcare. Walker, (2004). and S. reports Teacher of acceptanceearly peer social behavior childhood: in A.(2011).Thompson, R. andemotion Emotion regulation: developing Two sidesof coin. the L.Tabachnick, Fidell, B.& (2007). G.,S. Colasante,Song, T., & J., T.(201 Malti, S Son, Article S., Silk, Shaw, D. Skuban,J. S., A., & E.M.,Oland, Emotion A. Kovacs, M.(2006). Zava,Sette, S., BaF., E., Hipson,W. Sette, S., Zava,Baumgartner, F., - H. C.,& Chang,Y. E. (2018). Childcareexperiences outcomes: The and early school Palmer Quarterly,58 and Sex Emotion Review, 3 518 emotion regulation toprosocial behavior through sympathy and trust. Development, 27 mediating executive role of functions and emotionality. PsychologyChild andPsychiatry, 47 regulation strategies childhood inoffspring of 1205. of peer liking. socialand withdrawal socio https://doi.org/10.1080/10409289.2017.1422230 inhibitorycontrol. inearlywith social and schoolchildhood: The adjustment moderatingof role - 527.

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This article isprotected rights by All copyright. reserved. Accepted ArticleLynch,Zhao, G.,& X., J. K., Shipman, Zeman, J., & Suveg, doi: truths aboutmediation analysis. Adolescent31 Psychology, internalizing symptoms and children. externalizing in 10.1086/651257

Chen, Q.(2010). MythsBaron Reconsidering and and Kenny:

, 393 C. (2002).C. and Predictors Anger regulation: to sadness - Journal ofConsumer Research, 37 398.

doi :10.1207/S15374424JCCP3103_11

Journal of Clinical Child and Journal ofClinical , 197 - 206.

VI: Distraction ( III: Support II: Self I: Activeregulation ( FactorItemand Component Table Support seeking(Anger) Comfort seeking(Anger) Support seeking(Fear) Comfort seeking(Fear) Self Self Self Constructive coping(Fear) Self Informationgathering (Anger) Informationgathering (Fear) 1 - - - - - This article isprotected rights by All copyright. reserved.

comforting (Fear) comforting (Anger) directed (Anger) speech directed (Fear) speech comforting ( Accepted Article

Loadings forLoadings ERSQ Items - seeking ( seeking

ɑ

= .75) ɑ ɑ

ɑ = .88) =

= .73)

= .67)

.532 .559 .669 .757 .799 I

.926 .929 II

.637 .648 .712 .773 III

VI

N

Verbal (Fear) distraction ote: Object distraction (Fear) Verbal (Anger) distraction Object distraction (Anger)

only > .32are factor loadings displaye This article isprotected rights by All copyright. reserved. Accepted Article

d

.670 .719 .730 .756

Range SD Mean N 10: Asocial 9 8 7 6 5 4 3 2: Parental education age1: Child : : A : : : : : Shyness Descriptive andz statistics Table

Prosocial Distraction Support Self Active

nxious nxious

-

comfort 2

r

egulation

seeking

This article isprotected rights by All copyright. reserved.

(months) Accepted Article

24 38.616 ero 6.120 AGE 248 ------

order correlations among order correlations 60

3.887 EDU 1 .873 .019 247 ------

5

2.262 - SHY 1 .801 .105 248 .023 ------

5

study variables. .214*** - .2 1.846 ACT 0 .760 .085 248 09 ------

4 **

1.192 1.260 - - 0 . .026 248 . .028 10 SC 02 ------

1 4 0

.2 3.024 . - - - 0 .645 16 87 248 .0 .028 .016 SS ------03 4 ***

4

*

.3 . 1.131 175 . - - 0 .718 1 98 .097 DIS 248 . .098 102 47 - - - - - ***

** 4 *

1.431 ANX - - - - 1 .465 .1 . .018 223 .0 . . .049 102 0 0 - - - - 11 52 31 34

3

- .2 2.394 . - - PRO 1 .519 .003 .0 1 .0 .104 223 36 .0 .045 36* - - - 70 64 06

** 3

*

- .53 .4 .1 - - 1.357 - - - ASC .1 .116† 1 .430 .0 223 46 . .0 .027 73 069 0 70 - - 54 91 ***

*** * 3

* *

This article isprotected rights by All copyright. reserved. = SS †

Accepted Articlep < .10 Support *

p seeking, = Distraction,with DIS ANXPeers,Anxious = = PRO = Prosocial, ASC Asocia < .0 5

** p < .01

* **

p < .0 01

. EDU = = = education,SHYSelf Parental =SC Active Shyness,ACT Regulation,

l

- comfort, This article isprotected rights by All copyright. reserved. Accepted Article