Emotion regulation in young children has been reported to lead to their academic success. According to research findings by Raver (2002), emotion regulation, which includes attention regulation and planning skills involved in attention management, contributes directly to children’s school readiness. This was believed to be one of the most predictable factors for academic competence for the reason that children with difficulty controlling their attention and behavior were likely to be challenged when striving to learn and focus in the classroom.
On top of this, a study from National Institute of Child Health and Human Development Early Childcare Research Network (2003 (cited in Howse, Lange, Farran & Boyles, 2003) showed that attention regulation at fifty-four months of age was positively related to high achievement scores in reading and math, as well as linguistic ability such as expressive and auditory comprehension. It was also found that behavioral tendencies to self-regulate attention in kindergarteners and ratings of second-graders’ self-regulation by teachers’ were both predictive of reading achievement scores (Howse, Lange, Farran & Boyles, 2003).
Chang, et al. (2003) conducted a study that analyzed harsh parenting models and how it had an indirect and direct effect on child aggression in schools, through a mediating process of child emotion regulation, in the context of Chinese children and their parents. Marital conflict and parental depression served as important factors in this model. The studies examined how harsh parenting and child aggression were associated.
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