'You hit me! That's not nice and it makes me sad!!': relations of young children's social information processing and early school success
'You hit me! That's not nice and it makes me sad!!': relations of young children's social information processing and early school success
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DOI：
10.1080/03004430.2018.1491562
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发表时间：
2020-04-25
影响因子：
1.4
通讯作者：
Bassett, Hideko H.
中科院分区：
文献类型：
--
作者：
Denham, Susanne A.;Bassett, Hideko H.
作为一个更大的纵向项目的一部分，对学龄前儿童的社会情感发展的评估，儿童的社会信息处理（SIP）的反应，明确的假设情况下的同伴挑衅进行了评估，为239名学龄前儿童从开端和私人托儿机构。SIP测量侧重于儿童在这些情况下会感受到的情绪，以及他们的行为反应决定。本研究的目的是检查这些SIP响应的自我调节和情感知识的基础，以及考虑如何自适应SIP响应预测并发的课堂调整和学前学前识字。使用PLS建模程序，结果表明，自我调节和情感知识与自适应SIP响应。此外，自适应SIP响应预测课堂调整和学前学前识字。讨论的中心是社会情感能力对学前识字的贡献。
As part of a larger longitudinal project on the assessment of preschoolers' social-emotional development, children's social information processing (SIP) responses to unambiguous hypothetical situations of peer provocation were assessed for 239 preschoolers from Head Start and private childcare settings. SIP measurement focused on emotions children would feel during these situations, and their behaviour response decisions. The aims of the study were to examine foundations of these SIP responses in self-regulation and emotion knowledge, as well as to consider how adaptive SIP responding predicted concurrent classroom adjustment and pre-academic preacademic literacy. Using a PLS modelling procedure, results showed that both self-regulation and emotion knowledge were associated with adaptive SIP responding. Moreover, adaptive SIP responding predicted classroom adjustment and pre-academic preacademic literacy. Discussion centres on the contribution of social-emotional competence to preacademic literacy.