The role of emotion knowledge in the links between shyness and children's socio-emotional functioning at preschool.
The role of emotion knowledge in the links between shyness and children's socio-emotional functioning at preschool.
复制标题
情感知识在学前班害羞与儿童社会情感功能之间的联系中的作用。
DOI：
10.1111/bjdp.12144
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
R. Coplan
中科院分区：
文献类型：
--
作者：
S. Sette;Emma Baumgartner;F. Laghi;R. Coplan
本研究调查了情感知识的组成部分（即情感识别、情境知识）在幼儿害羞与社会情感功能指数之间的联系中的潜在保护作用。参与者为 163 名年龄 23-77 个月的儿童（82 名男孩和 81 名女孩）（M = 53.29，SD = 14.48），从意大利的幼儿园招募。家长对孩子的害羞程度进行评分，老师对孩子在学前班的社会情感功能进行评分（即社交能力、焦虑退缩、同伴排斥）。还对孩子们进行了采访，以评估他们识别面部情绪表达和识别影响情绪的情况的能力。结果显示，害羞与焦虑退缩和同伴拒绝呈正相关。此外，人们发现情绪识别可以显着调节害羞与学龄前社会情绪功能之间的联系，似乎起到缓冲作用。例如，在较低的情绪识别水平下，害羞与同伴的焦虑退缩和拒绝呈正相关，但在较高的情绪识别水平下，这些关联被减弱。研究结果从情感识别对促进害羞儿童在课堂环境中积极的社会情感功能的保护作用方面进行了讨论。
The present study investigated the potential protective role of components of emotion knowledge (i.e., emotion recognition, situation knowledge) in the links between young children's shyness and indices of socio-emotional functioning. Participants were n = 163 children (82 boys and 81 girls) aged 23-77 months (M = 53.29, SD = 14.48), recruited from preschools in Italy. Parents provided ratings of child shyness and teachers rated children's socio-emotional functioning at preschool (i.e., social competence, anxiety-withdrawal, peer rejection). Children were also interviewed to assess their abilities to recognize facial emotional expressions and identify situations that affect emotions. Among the results, shyness was positively related to anxiety-withdrawal and peer rejection. In addition, emotion recognition was found to significantly moderate the links between shyness and preschool socio-emotional functioning, appearing to serve a buffering role. For example, at lower levels of emotion recognition, shyness was positively associated with both anxiety-withdrawal and rejection by peers, but at higher levels of emotion recognition, these associations were attenuated. Results are discussed in terms of the protective role of emotion recognition in promoting shy children's positive socio-emotional functioning within the classroom context.
影响因子：
4.6
作者：
DEROSIER, ME;KUPERSMIDT, JB;PATTERSON, CJ
通讯作者：
PATTERSON, CJ