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Background <p>Children’s early relational experiences influence the development of executive functioning (EF).</p> Objective <p>We examined how teacher emotional regulation (ER) and perceived stress relate to children’s EF in early childhood. We also explored individual differences in children’s physiological regulation (heart rate variability; HRV) during hot and cool EF tasks.</p> Methods <p>Participants included 78 preschoolers and their 20 teachers. Teachers reported on their ER and experience of stress using questionnaires. Child EF was observed using a battery of validated tasks. Multilevel linear regression models were leveraged to identify associations between children’s EF, HRV and teacher psychosocial functioning.</p> Results <p>Children whose teachers reported more ER difficulties performed worse on hot EF tasks (b= −0.07, z= −2.00, <i>p</i> = .046, 95% CI: −0.14, −0.001), but child EF was not related to teacher perceived stress. Moreover, child HRV reactivity moderated the relationship between teacher ER difficulties and child hot EF, such that children with an increase in HRV from baseline to task and whose teachers reported higher ER difficulties, performed worse on the hot EF tasks, <i>b = −</i>0.004, <i>z</i> = −2.09, <i>p</i> = .04, <i>95% CI</i>: −0.01, −0.0002.</p> Conclusion <p>Children who may have less autonomic flexibility in the face of challenge could be more sensitive to negative contexts in early childhood. The study suggests that teachers’ emotion regulation and perceived stress could shape children’s EF development.</p>

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The Role of Teacher Emotion Regulation and Stress on Children’s Executive Functioning: Exploring Individual Differences by Children’s Autonomic Reactivity

  • 期刊论文

  • 发表日期：

    2026年1月19日

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  • Radhika S. Raghunathan,
  • Lieny Jeon,
  • Jodi Miller,
  • Sara B. Johnson

摘要

Background

Children’s early relational experiences influence the development of executive functioning (EF).

Objective

We examined how teacher emotional regulation (ER) and perceived stress relate to children’s EF in early childhood. We also explored individual differences in children’s physiological regulation (heart rate variability; HRV) during hot and cool EF tasks.

Methods

Participants included 78 preschoolers and their 20 teachers. Teachers reported on their ER and experience of stress using questionnaires. Child EF was observed using a battery of validated tasks. Multilevel linear regression models were leveraged to identify associations between children’s EF, HRV and teacher psychosocial functioning.

Results

Children whose teachers reported more ER difficulties performed worse on hot EF tasks (b= −0.07, z= −2.00, p = .046, 95% CI: −0.14, −0.001), but child EF was not related to teacher perceived stress. Moreover, child HRV reactivity moderated the relationship between teacher ER difficulties and child hot EF, such that children with an increase in HRV from baseline to task and whose teachers reported higher ER difficulties, performed worse on the hot EF tasks, b = −0.004, z = −2.09, p = .04, 95% CI: −0.01, −0.0002.

Conclusion

Children who may have less autonomic flexibility in the face of challenge could be more sensitive to negative contexts in early childhood. The study suggests that teachers’ emotion regulation and perceived stress could shape children’s EF development.