Young Children's Aggression

133 Pages·2017·0.6 MB·English

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Electronic Theses and Dissertations Theses, Dissertations, and Major Papers
2014
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Erin L. Romanchych
University of Windsor
Follow this and additional works at: https://scholar.uwindsor.ca/etd
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Romanchych, Erin L., "Young Children's Aggression: Links Between Emotion Regulation, Mother-Child
Shared Affect, Parenting Practices and Parenting Support" (2014). Electronic Theses and Dissertations.
5181.
https://scholar.uwindsor.ca/etd/5181
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YOUNG CHILDREN’S AGGRESSION: LINKS BETWEEN EMOTION
REGULATION, MOTHER-CHILD SHARED AFFECT, PARENTING
PRACTICES AND PARENTING SUPPORT

By
Erin L. Romanchych

A Thesis
Submitted to the Faculty of Graduate Studies
through the Department of Psychology
in Partial Fulfillment of the Requirements for
the Degree of Master of Arts
at the University of Windsor

Windsor, Ontario, Canada
2014

© 2014 Erin Romanchych
Young Children’s Aggression: Links Between Emotion Regulation, Mother-Child
Shared Affect, Parenting Practices, and Parenting Support
by
Erin Romanchych

APPROVED BY:
______________________________________________
R. Wright
School of Social Work

______________________________________________
K. Babb
Department of Psychology

______________________________________________
R. Menna, Advisor
Department of Psychology

September 17, 2014
DECLARATION OF ORIGINALITY

I hereby certify that I am the sole author of this thesis and that no part of this
thesis has been published or submitted for publication.
I certify that, to the best of my knowledge, my thesis does not infringe upon
anyone’s copyright nor violate any proprietary rights and that any ideas, techniques,
quotations, or any other material from the work of other people included in my thesis,
published or otherwise, are fully acknowledged in accordance with the standard
referencing practices. Furthermore, to the extent that I have included copyrighted
material that surpasses the bounds of fair dealing within the meaning of the Canada
Copyright Act, I certify that I have obtained a written permission from the copyright
owner(s) to include such material(s) in my thesis and have included copies of such
copyright clearances to my appendix.
I declare that this is a true copy of my thesis, including any final revisions, as
approved by my thesis committee and the Graduate Studies office, and that this thesis has
not been submitted for a higher degree to any other University or Institution.

ii i
ABSTRACT
The present research examined links between children’s emotion regulation, mother-child
shared affect, mothers’ perceived parenting support, parenting practices (i.e., mothers’
involvement, limit setting, communication), and young children’s physical aggression.
Participants were 129 young children (3 to 6 years) and their mothers. Mothers completed
questionnaires assessing parenting practices, parenting support, and their children’s
emotion regulation and aggressive behaviour. Mother-child dyads participated in a free
play task and a structured block task. These mother-child interactive tasks were coded for
shared positive and negative affect between the dyads. Higher levels of mothers’ limit
setting and communication were each related to lower levels of children’s physical
aggression. Higher levels of mothers’ involvement, and limit setting were related to lower
levels of children’s physical aggression, partially because children were better at
regulating their emotions. These findings are discussed with regards to implications for
working with aggressive young children and their parents.

iv
ACKNOWLEDGEMENTS
I would like to express my sincerest gratitude to my research supervisor, Dr.
Rosanne Menna, for her ideas in developing this project, her tireless encouragement for
me to develop my own ideas, and for her constant support and guidance. Beyond her
significant contributions to this project, Dr. Menna has inspired me to incorporate my
research and clinical work to become the best scientist-practitioner that I can be.
Thank you to Dr. Kimberley Babb and Dr. Robin Wright for their support and
feedback, which greatly contributed to the final product. I appreciate their warm
encouragement and help in making this a positive experience.
Thank you to Cassandra Pasiak and Kyle Lago for their endless hours of coding.
Without their commitment this project would not have been possible.
I am grateful for my friends and family for their unwavering emotional support,
patience, and encouragement. Thank you to Julian Franch, my best friend and partner, for
helping me stay grounded and balanced throughout this process. Most importantly, thank
you to my friends and family, especially my parents, for believing in me and pushing me
to pursue my dreams.

v
TABLE OF CONTENTS

DECLARATION OF ORIGINALITY iii
ABSTRACT iv
ACKNOWLEDGEMENTS v
LIST OF TABLES viii
LIST OF FIGURES ix
CHAPTER I 1
Introduction 1
Statement of the Problem 1
Aggression in Preschool Children 6
Social Learning Theory 8
Relations between Parenting Practices and Aggression in Young Children 10
Parenting Practices 12
Emotion Regulation 21
Relations between Parenting Practices and Emotion Regulation 23
Relations between Emotion Regulation and Aggression in Young Children 25
Relations between Parenting Practices, Emotion Regulation, and Aggression
in Young Children 29
Shared Affect 31
Relations between Shared Affect and Aggression in Young Children 32
Present Study 36
Hypotheses 38
CHAPTER II 42
Method 42
Participants 42
Procedure 46
Measures 48
CHAPTER III 55
Results 55
Data Cleaning 55
Examination of the Assumptions of Univariate Analyses 56
Examination of the Assumptions of Regression Analyses 57
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Preliminary Analyses 58
Correlations: Hypotheses 1 and 2 59
Correlations: Hypotheses 3 and 4 73
Hypothesis 5 81
CHAPTER IV 85
Discussion 85
Limitations and Future Research 92
Applied Implications 96
Conclusion 99
References 100
VITA AUCTORIS 123

v ii
LIST OF TABLES
TABLE 1: Demographic Characteristics of the Mothers in the Total Sample 44

TABLE 2: Mean, Standard Deviation, and Range of Study Variables for the Total 60
Sample

TABLE 3: Bivariate Correlations Between all Study Variables for Hypotheses 1 61
and 2

TABLE 4: Comparison of Child Gender in Maternal Parenting Practices, 62
Children’s Physical Aggression, Emotion Regulation, and Emotion
Dysregulation for Hypotheses 1 and 2

TABLE 5: Mediation of the Effect of Parenting Practices to Children’s 65
Physical Aggression Through Children’s Emotion Regulation
(5,000 Bootstrap Samples)

TABLE 6: Mediation of the Effect of Parenting Practices to Children’s 70
Physical Aggression Through Children’s Emotion Dysregulation
(5,000 Bootstrap Samples)

TABLE 7: Bivariate Correlations Between Study Variables Included in Hypotheses 75
3, 4, and 5

TABLE 8: Comparison of Child Gender in Maternal Parenting Practices, 77
Children’s Physical Aggression and Shared Affect for Hypotheses
3, 4, and 5

TABLE 9: Summary of Regression Analyses for Predicting Children’s Physical 80
Aggression with Parenting Practices and Mother-Child Shared Positive
Affect in the Second Step (N = 129)

TABLE 10: Summary of Regression Analyses for Predicting Children’s Physical 82
Aggression with Mother-Child Shared Positive Affect in the Second
Step and Parenting Practices in the Third Step (N = 129)

TABLE 11: Comparison of Shared Positive Affect and Shared Negative Affect 84
Between Tasks

vi ii
LIST OF FIGURES
FIGURE 1: Associations between (a) mothers’ involvement and children’s 66
emotion regulation, (b) children’s emotion regulation and
children’s physical aggression, (c) mothers’ involvement and
children’s physical aggression, and (c’) mothers’ involvement and
children’s physical aggression with children’s emotion regulation
as a mediator.

FIGURE 2: Associations between (a) mothers’ limit setting and children’s 67
emotion regulation, (b) children’s emotion regulation and
children’s physical aggression, (c) mothers’ limit setting and
children’s physical aggression, and (c’) mothers’ limit setting and
children’s physical aggression with children’s emotion regulation
as a mediator.

FIGURE 3: Associations between (a) mothers’ involvement and children’s 71
emotion dysregulation, (b) children’s emotion dysregulation and
children’s physical aggression, (c) mothers’ involvement and
children’s physical aggression, and (c’) mothers’ involvement and
children’s physical aggression with children’s emotion
dysregulation as a mediator.

FIGURE 4: Associations between (a) mothers’ limit setting and children’s 72
emotion dysregulation, (b) children’s emotion dysregulation and
children’s physical aggression, (c) mothers’ limit setting and
children’s physical aggression, and (c’) mothers’ limit setting and
children’s physical aggression with children’s emotion
dysregulation as a mediator.

FIGURE 5: Associations between (a) mothers’ communication and children’s 74
emotion dysregulation, (b) children’s emotion dysregulation and
children’s physical aggression, (c) mothers’ communication and
children’s physical aggression, and (c’) mothers’ communication
and children’s physical aggression with children’s emotion
dysregulation as a mediator.

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