From Toddler to Early Adolescent Emotion Regulation Strategies

This study will examine the relation between behavioral emotion regulation (ER) strategies at toddler age 3 to cognitive ER strategies in early adolescence as part of an ongoing longitudinal study of children's typical development. Aim 1 is to test whether self-soothing/caregiver-focused and distraction behavioral ER strategies at child age 3 predict avoidant and engaging cognitive ER strategies, respectively, at a follow-up assessment to be completed when children are 10-15 years old. In a completed wave of data collection, children's ER behaviors were elicited in laboratory tasks characterized by threat (novelty and uncertainty) at age 3. Avoidant and engaged cognitive ER strategies will be assessed by youth self-report, parent-report, and interviews with youth after they engage in new laboratory tasks characterized by mild threat. Hypothesis 1a: Self-soothing/caregiver-focused toddler behavioral ER strategies will predict avoidant cognitive strategies in early adolescence. Hypothesis 1b: The toddler behavioral ER strategy of distraction will predict engaged cognitive ER strategies in early adolescence. To provide additional developmental information, Aim 2 is to test whether child age at the follow up assessment (ranging 10-15 years) moderates the relation between behavioral ER strategies at age 3 and cognitive emotion regulatory strategies in early adolescence. Hypothesis 2: Because older children will have undergone more development underlying cognitive ER strategies, relations specified in Hypotheses 1a and 1b will strengthen across older ages. Finally, the Exploratory Aim is to test theoretically-supported individual (i.e., inhibited/fearful temperament) and environmental (i.e., family emotional environment) variables as potential mediators or moderators of the relation between behavioral ER strategies at age 3 and cognitive ER strategies in early adolescence. The investigators expect inhibited/fearful temperament to be involved in the link between behavioral ER strategies and avoidant cognitive ER strategies. The investigators expect the emotional family environment to be involved in linking behavioral ER strategies to both avoidant and engaged ER strategies.

Study Overview

• Status: Enrolling by invitation
• Conditions: Emotion Regulation
• Intervention / Treatment: Behavioral: Laboratory tasks in early adolescence

Detailed Description

Children (10 to 15 years) will be invited to come to a 1.5 hour laboratory assessment with a parent (most likely, mothers). We will gather parent-reported and children's self-reported avoidant and engaged cognitive ER strategies, worded with third or first person, respectively. Short form versions will be used to reduce burden for children. The Emotion Regulation Questionnaire for Children and Adolescents provides a 6 item reappraisal scale and a 4 item expressive suppression scale. The Avoidance and Fusion Questionnaire for Youth - Short Form provides an 8-item measure of experiential avoidance. The extended version of the Children's Response Styles Questionnaire provides a 5 item scale of problem-solving (also, "reflection") and a 5 item scale of rumination (also, "brooding"). Mothers will complete the Children's Responses to Feelings Checklist, which asks about these ER strategies in response to specific emotions, to examine specificity to threat (uncertainty/fear).

The investigators will also assess in-vivo use of cognitive ER strategies by using an ER strategy interview after children experience uncertainty via laboratory procedures. Children will watch a 2-minute clip from a live-action movie validated to elicit emotion in the domain of threat with school-aged children. The primary experimenter will interview the child about the cognitive ER strategies they used using open-ended questions with subsequent prompts to allow reports of multiple strategies. The primary experimenter will then ask closed-ended (yes/no) interview questions about each of the cognitive ER strategies of focus. Children will also complete two 5 minute tasks from the Laboratory Temperament Assessment Battery - Middle Childhood Version with established reliability and validity in the domain of threat. In the Storytelling task, the experimenter will instruct the child to stand and tell a story about the previous day in front of them and an unfamiliar research assistant (RA), enacting a series of standardized pauses and prompts until the child indicates they are finished. In the Mask episode, the child enters a room to see an adult RA wearing a mask with an exaggerated face. The RA completes a standardized script of statements and pauses, finally taking off the mask and engaging the child in a friendly manner. The primary experimenter will repeat the ER strategy interview for the tasks. Auxiliary ER-relevant outcomes may supplement the primary focus on cognitive ER strategies. Behavioral tasks (Storytelling, Mask) can be coded for behavioral ER strategies (distraction, self-soothing, bids to experimenter). The investigators possess the necessary equipment and software for recording and analysis of children's ECG and respiration to serve as physiological indicators of ER. As an additional indicator of family emotional environment, the child and mother will be prompted to converse about the activities in the lab.

• Study Type: Interventional
• Enrollment (Estimated): 204
• Phase: Not Applicable

Contacts and Locations

Study Locations

• United States
  • Ohio
    • Oxford, Ohio, United States, 45056
      • Miami University Department of Psychology

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Family participated in previous phases of this ongoing longitudinal study
• Child was 35-42 months old for the age 3 assessment (pre-existing data)
• Child is between 10 and 15 years of age for proposed data collection
• Mothers were older than 18 years of age at original enrollment (pre-existing data).
• Mothers were able to complete study procedures in English.

Exclusion Criteria:

• Informed consent/assent is declined
• Child diagnosed with a developmental disability or chronic health condition related to deviations in expected emotional development.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Basic Science
• Allocation: N/A
• Interventional Model: Single Group Assignment
• Masking: None (Open Label)

Number of Arms

1

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Other: Emotion regulation observation in early adolescence; All children will experience brief standardized laboratory tasks according to the same protocol.	Behavioral: Laboratory tasks in early adolescence; Children will watch a 2-minute clip from a live-action movie and complete Storytelling and Mask tasks from the Laboratory Temperament Assessment Battery.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Emotion Regulation Questionnaire for Children and Adolescents	Parent- and child self-report versions of this survey measure, including 6-item Reappraisal subscale and 4-item Expressive Suppression subscale	3 minutes (at 1.5 hour laboratory visit)
Avoidance and Fusion Questionnaire for Youth-Short Form	Parent- and child self-report versions of this survey measure, which provides an 8-item subscale of Experiential Avoidance	2 minutes (at 1.5 hour laboratory visit)
Children's Response Styles Questionnaire	Parent- and child self-report versions of this survey measure, which provides a 5-item subscale of Problem-Solving/Reflection, and a 5-item subscale of Rumination/Brooding	2 minutes (at 1.5 hour laboratory visit)
Avoidant emotion regulation strategies to threat	Interview responses regarding use of expressive suppression, experiential avoidance, and rumination/brooding strategies	1.5 hours (at laboratory visit)
Engaged emotion regulation strategies	Interview responses regarding use of reappraisal and problem-solving/reflection strategies	1.5 hours (at laboratory visit)

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Electrocardiogram	Respiratory sinus arrhythmia (RSA) will be derived as a metric of variance in interbeat intervals at rate of respiration, exhibited during laboratory tasks	1.5 hours over the course of laboratory visit
Children's Responses to Feelings Checklist	Present versus absent responses will indicate parents' perception that children use particular emotion regulatory strategies within specific emotional domains (happiness, anger, fear/uncertainty [threat])	1.5 hours (at laboratory visit)

Collaborators and Investigators

• Sponsor: Miami University
• Collaborators: University of California, Riverside
• Investigators: Principal Investigator: Elizabeth J Kiel Luebbe, Ph.D., Miami University

Study record dates

Study Major Dates

• Study Start (Actual): October 23, 2023
• Primary Completion (Estimated): September 1, 2027
• Study Completion (Estimated): September 1, 2027

Study Registration Dates

• First Submitted: October 2, 2024
• First Submitted That Met QC Criteria: October 2, 2024
• First Posted (Actual): October 4, 2024

Study Record Updates

• Last Update Posted (Actual): August 11, 2026
• Last Update Submitted That Met QC Criteria: August 7, 2026
• Last Verified: August 1, 2026

More Information

Terms related to this study

• Keywords: children; emotion; adolescence; emotion regulation; reappraisal; avoidance
• Additional Relevant MeSH Terms: Behavior; Social Behavior; Self-Control; Emotional Regulation
• Other Study ID Numbers: NIHKielR032024

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: YES
• IPD Plan Description: De-identified and processed data will be posted to Open Science Framework. No identifying information will be shared. Final version of data (e.g., behavioral coding composites, survey scores) reported in manuscripts will be shared.
• IPD Sharing Time Frame: Data will be posted towards the end of the grant period (months 21-24), should funding be received. Data will be available indefinitely.
• IPD Sharing Access Criteria: Academic affiliation.
• IPD Sharing Supporting Information Type: SAP; ANALYTIC_CODE

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No
• product manufactured in and exported from the U.S.: No