Preschool emotional competence: Pathway to social competence?
Preschool emotional competence: Pathway to social competence?
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DOI：
10.1111/1467-8624.00533
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发表时间：
2003-01-01
影响因子：
4.6
通讯作者：
Queenan, P
中科院分区：
文献类型：
--
作者：
Denham, SA;Blair, KA;Queenan, P
对143名学龄前儿童的情绪表达模式、情绪调节模式和情绪知识模式进行了评估。他们对社会能力的贡献，如社会计量学的受欢迎程度和教师评分所证明的那样，是通过潜在变量模型来评估的，同时也通过时间来评估。研究还探讨了年龄和性别对关键结果的调节作用。在3 ~ 4岁时进行的情绪能力评估对并发性和幼儿园社会能力都有影响。甚至早在学龄前时期，情感能力对社会能力的贡献就具有长期的影响。
Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also explored. Emotional competence assessed at 3 to 4 years of age contributed to both concurrent and kindergarten social competence. Even early in the preschool period, contributions of emotional competence to social competence have long-term implications.