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Context matters: Multi-informant assessment of preschoolers’ emotion regulation strategies across home, school, and the laboratory
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DOI：10.1016/j.ecresq.2026.06.012.png)
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Abstract
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• Caregiver reports of behavioral regulation can complement laboratory-based methods. • There is significant variability in regulatory behaviors across home and school. • Emotion regulation strategies are context specific. • Teacher-reported regulatory strategies are linked to observed classroom behavior. • Association between reported behavioral regulation and laboratory behavior is modest.
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