Emotion regulation strategies in preschool children
Emotion regulation strategies in preschool children
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DOI：
10.1111/bjdp.12055
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发表时间：
2014-11-01
影响因子：
2.3
通讯作者：
Molina, Paola
中科院分区：
文献类型：
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作者：
Sala, Maria Nives;Pons, Francisco;Molina, Paola
本研究考察了3 - 6岁儿童叙事中情绪调节策略的发展。本研究采用故事完成任务的方法，对69名学龄前儿童进行了情绪叙事的实验研究。编码的叙述导致观察到不同的情绪调节策略：行为策略，社会支持和认知重新评价。在使用这些策略时发现了几个重要的性别和年龄差异。此外，语言技能，非语言智力和情绪理解被发现与所观察到的情绪调节策略的使用，虽然只有在特定的年龄。
This study investigated the development of emotion regulation strategies as reflected in the narratives of children between the ages of 3 and 6years. An experimental procedure based on story completion tasks was devised to elicit the emotion-related narratives of 69 preschool children. Coding of the narratives led to the observation of different emotion regulation strategies: Behavioural strategies, social support, and cognitive reappraisal. Several significant gender and age differences were identified in the use of these strategies. In addition, verbal skills, non-verbal intelligence, and emotion comprehension were found to be associated with use of the observed emotion regulation strategies, although only at specific ages.