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ERIC Number: EJ1442034
Record Type: Journal
Publication Date: 2024
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-1243
EISSN: EISSN-1941-1251
The Relationship between School-Age Children's Self-Reported Perceptions of Their Interoceptive Awareness and Emotional Regulation: An Exploratory Study
Hei Yuet Lucy Cheung; Ted Brown; Mong-Lin Yu; Phoebe PP Cheung
Journal of Occupational Therapy, Schools & Early Intervention, v17 n3 p704-730 2024
Interoceptive awareness (IA) refers to one's ability to perceive and recognize internal bodily signals. Our behavioral and emotional responses to interoceptive signals are determined by self-regulation. Therefore, IA and self-regulation have considerable impacts on children's daily occupational engagement and performance. Nonetheless, the relationship between IA and self-regulation relevant to pediatric occupational therapy practice continues to lack empirical evidence. This study explores the association between school-age children's self-reported IA, emotional regulation, and academic self-regulation. Twenty-five children completed the Cognitive Emotion Regulation Questionnaire for children (CERQ-k), the Multidimensional Assessment of Interoceptive Awareness - Youth adapted version (MAIA-y), and the Academic Self-Regulation Scale; parents/caregivers completed a demographics questionnaire (n = 25). Data were analyzed using Spearman's rho (?) correlation and linear regression analyses with bootstrapping. Nineteen significant correlations were identified between MAIA-y and CERQ-k subscales ([rho] = -0.724 to 0.700, p < 0.05) and 14 between MAIA-y and ASRS subscales ([rho] = 0.448 to 0.687, p < 0.05). Two MAIA-y subscales ("not-distracting" and "self-regulation") were predictive of cognitive emotional regulatory strategies (total variance = 33%, 74.1%; p < 0.05); one MAIA-y subscale ("trusting") was predictive of children's autonomous academic self-regulation (total variance = 64.1%; p = 0.005). The result demonstrates significant correlations in children's self-reported IA, emotional regulation, and academic self-regulation. Therapists should consider assessing children's IA to inform self-regulation goal setting and treatment planning.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A