Preschoolers' emotion expression and regulation: relations with school adjustment.
Preschoolers' emotion expression and regulation: relations with school adjustment.
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DOI：
10.1080/00221325.2012.759525
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发表时间：
2013-09
期刊：
影响因子：
--
通讯作者：
Bassett HH
中科院分区：
文献类型：
--
作者：
Herndon KJ;Bailey CS;Shewark EA;Denham SA;Bassett HH
儿童的情绪表达和调节是他们在课堂上的经验的基石。因此，本研究的主要目的是探讨幼儿的表达和/或调节情绪的能力是否与教师对学校适应的评价有关。第二个目标是调查男孩和女孩在这些协会中的差异。本研究观察了学前班和私立幼儿园幼儿的社会情感行为，并采用一系列测量方法，收集了教师对幼儿社会能力、学校态度、积极的教师关系和合作参与的评价。从这些指标中提炼出三个影响儿童学校适应的因素。一系列的分层回归显示，情绪表达和调节确实与儿童报告的学校适应，最强的协会来自儿童的负面情绪表达和他们的情绪失调。其中许多协会对男孩和女孩来说也是不同的。我们的研究结果证实并扩展了我们早期的发现，并对社会情感规划产生影响，以最大限度地提高儿童的早期学校成功。
Children’s expression and regulation of emotions are building blocks of their experiences in classrooms. Thus, a primary goal of this study was to investigate whether preschoolers’ expression and/or ability to regulate emotions were associated with teachers’ ratings of school adjustment. A secondary goal was to investigate how boys and girls differed across these associations. Children’s social-emotional behaviors in Head Start and private childcare center classrooms were observed, and using a series of measures, teachers’ ratings of children’s social competence, attitudes toward school, positive teacher relationships, and cooperative participation were collected. Three factors of children’s school adjustment were extracted from these indicators. A series of hierarchical regressions revealed that emotion expression and regulation were indeed associated with children’s reported school adjustment, with the strongest associations stemming from children’s negative emotion expression and their emotion dysregulation. Many of these associations were also different for boys and girls. Our results corroborate and extend our earlier findings, and have implications for social-emotional programming to maximize children’s early school success.
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