Changes in Children’s Physiological Response to Anger and Conduct Problems Across Early School Years
Open Access
- Author:
- Cappelli, Natalie
- Area of Honors:
- Human Development and Family Studies
- Degree:
- Bachelor of Science
- Document Type:
- Thesis
- Thesis Supervisors:
- Lisa Michelle Kopp, Thesis Supervisor
Alyssa Ann Gamaldo, Thesis Honors Advisor - Keywords:
- respiratory sinus arrhythmia (RSA)
conduct problems
anger
self-regulation
development - Abstract:
- Previous studies have found that self-regulation of emotion improves over time in children as they mature. The current study built upon this research and aided in understanding the potential developmental trajectories of physiological and behavioral indicators related to self-regulatory capabilities in children with different levels of behavioral risk. The purpose of the study was to examine the specific mechanisms through which presumed development in self-regulation occurs by investigating physiological (respiratory sinus arrhythmia; RSA) and behavioral (externalizing behaviors) regulation across the first 3 years of elementary school. The study was conducted in a longitudinal manner, and participants were recruited from kindergarten classes in 10 different elementary schools. After an initial aggressive behavior rating scale assessment, 207 children were placed into the high aggression group and 132 children were placed into the comparison group. Assessments took place annually from kindergarten through second grade and included an emotion induction task consisting of scenes from the movie, The Lion King. Children’s RSA was examined at baseline, during the anger scene, and during a neutral scene immediately following the anger scene. Children’s externalizing behavior was reported each year by their classroom teacher. Results showed no developmental changes or group differences for RSA reactivity. Developmental changes and group differences were found for RSA recovery. While group differences were found for conduct problems, no developmental changes were observed for conduct problems. The findings highlight the necessity to provide early intervention for children who demonstrate early indicators of behavioral problems at school entry.