The current study's aim was to investigate longitudinally the extent to which individual differences in attachment influence children's general and emotion-specific (anger, sadness, fear) regulatory skills. A sample of 229 preschool-age children participated in this study. Children's internal working models of attachment and verbal abilities were assessed at baseline, whereas parents and teachers reported on children's use of emotion regulation (ER) strategies at both baseline and 7 months follow-up. The results indicated that: (1) parent and teacher ratings of children's use of ER strategies exhibited low cross-informant correlations; and (2) significant longitudinal patterns of attachment representation effects on ER were found in relation to co-regulation and under-regulation, but not for self-regulation and over-regulation. More precisely, securely attached children more frequently used teachers as a source of co-regulation, particularly for anger and sadness, compared to avoidantly attached children. Furthermore, secure children were less likely to exhibit under-regulation compared to preschoolers classified as disorganized or insecure avoidant, especially in relation to anger. These findings may be informative for designing parent and teacher trainings focused on enhancing children's ER skills and reducing the risk of psychopathology.

中文翻译：

---

与学龄前儿童依恋表征相关的家长和教师评价的情绪调节策略：纵向视角

当前研究的目的是纵向调查依恋的个体差异在多大程度上影响儿童的一般和特定情绪（愤怒、悲伤、恐惧）的调节技能。229 名学龄前儿童的样本参与了这项研究。儿童的依恋和语言能力的内部工作模型在基线时进行了评估，而父母和教师在基线和 7 个月的随访中报告了儿童使用情绪调节 (ER) 策略的情况。结果表明：（1）家长和老师对孩子使用ER策略的评分表现出较低的交叉信息相关性；(2) 依恋表征对 ER 的显着纵向模式与共同调节和调节不足有关，但与自我调节和过度调节无关。更准确地说，与回避型依恋儿童相比，安全依恋儿童更经常使用教师作为共同调节的来源，尤其是在愤怒和悲伤方面。此外，与被归类为杂乱无章或不安全回避者的学龄前儿童相比，安全儿童不太可能表现出缺乏监管，尤其是在愤怒方面。这些发现可能有助于设计专注于提高儿童 ER 技能和降低精神病理学风险的家长和教师培训。尤其是与愤怒有关。这些发现可能有助于设计专注于提高儿童 ER 技能和降低精神病理学风险的家长和教师培训。尤其是与愤怒有关。这些发现可能有助于设计专注于提高儿童 ER 技能和降低精神病理学风险的家长和教师培训。