| Budget Amount *help |
¥3,900,000 (Direct Cost: ¥3,900,000)
Fiscal Year 2006: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2005: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2004: ¥2,900,000 (Direct Cost: ¥2,900,000)
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| Research Abstract |
This research project examines the role of emotion regulation and cognitive regulation on children's social behavior and peer relation, and social adjustment of university student. First, we reviewed Japanese recent researches about peer relationship and social behavior, and discussed the importance of emotion regulation and cognitive regulation on social behavior.
Second, we developed teacher rating reliable and valid behavioral assessment tool for early childhood; the Child Behavior Scale Japanese version.
Third, we examined the emotion regulation assessed by MISC stimuli. Children (kindergarten to 2^<nd>grade) who showed emotional facial expression during non-emotional smoothing phase are rated as low prosocial and high distractive by their teachers, and nominated as high dislike by their peers. Comparing the facial expression on watching MISC emotional stimuli, 3 years-old children more express their emotion on their face than 5 years-olds. Especially, 5 years-old children could repress their facial expression, when they watch MISC stimuli with peers. It showed 5 years-olds control their emotional response in social situation. Next, we examined the physiological response (heart rate) during watching MISC stimuli. Their heart rate slowed down on the emotional arousal phase.
Fourth, we examined the relation between emotion and social problem solving. Anxiety, regret, and astonish emotion related to negative problem orientation, and avoiding strategy and distractive strategy.
These results of this research project, showed both emotional and cognitive regulation contribute to adaptive social behavior in children and university students.
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