Cumulative Risk, Negative Emotionality, and Emotion Regulation as Predictors of Social Competence in Transition to School: A Mediated Moderation Model
Cumulative Risk, Negative Emotionality, and Emotion Regulation as Predictors of Social Competence in Transition to School: A Mediated Moderation Model
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DOI：
10.1111/j.1467-9507.2011.00648.x
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发表时间：
2012-11-01
影响因子：
2
通讯作者：
Shaw, Daniel S.
中科院分区：
文献类型：
--
作者：
Chang, Hyein;Shelleby, Elizabeth C.;Shaw, Daniel S.
本研究的目的是考察在从学龄前到学校的过渡过程中，累积风险和儿童消极情绪对儿童社交能力的相加和交互作用，并在310名低收入、不同种族的男孩样本中检验这些联系是否通过儿童情绪调节来调节。采用多种调查对象和方法测量1.5岁和2岁儿童的情境危险因素和负性情绪，3.5岁儿童情绪失调，5岁儿童家庭社交能力和6岁儿童在校社交能力。结果表明，对于负性情绪水平较高的儿童，累积风险与情绪失调之间的关系被放大。反过来，情绪失调预示着家庭和学校环境中的社交能力都会降低。这项研究代表了通过考虑情境风险、消极情绪和情绪调节的共同作用来开发社交能力的综合模型的早期努力。
The goals of this study were to examine the additive and interactive effects of cumulative risk and child negative emotionality on children's social competence in the transition from preschool to school and to test whether these associations were mediated by child emotion regulation within a sample of 310 low-income, ethnically diverse boys. Multiple informants and methods were used to measure contextual risk factors and negative emotionality at the ages of 1.5 and two, emotion dysregulation at the age of 3.5, and social competence in the home at the age of five and in school at the age of six. Results indicated that the relation between cumulative risk and emotion dysregulation was amplified for children with higher levels of negative emotionality. In turn, emotion dysregulation predicted lower social competence across both the home and the school contexts. This study represents an early effort to develop an integrative model of social competence by considering joint contributions of contextual risk, negative emotionality, and emotion regulation.