Developmental stuttering is a neurodevelopmental speech disorder characterized by repetitions, prolongations and blocks. If developmental stuttering becomes chronic, it often has a detrimental psychosocial impact, leading to deleterious academic, emotional, social, and vocational consequences. Recent studies have found that emotional reactivity and regulation might be important factors impacting the onset, development, and/or chronicity of stuttering. The current PhD project will lead to new insights into the specific role of emotional reactivity and regulation on the frequency and types of moments of stuttering and secondary behaviors. We will evaluate to what degree parent-reported emotion regulation strategies, psychophysical indicators during a stress test, and daily variations in emotions, as measured by a wearable device, are related to overt and covert stutter symptomatology. It is hypothesized that children who stutter, compared to children who do not stutter, exhibit higher levels of emotional reactivity and lower levels of emotional regulation, both in an experimental environment as well as in the daily home environment. Furthermore, it is hypothesized that children who stutter with higher levels of emotional reactivity and lower levels of emotional regulation exhibit more overt and covert stuttering symptoms.