The Structure of Preschoolers' Emotion Knowledge: Model Equivalence and Validity Using a Structural Equation Modeling Approach
The Structure of Preschoolers' Emotion Knowledge: Model Equivalence and Validity Using a Structural Equation Modeling Approach
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DOI：
10.1080/10409289.2012.630825
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发表时间：
2012-01-01
影响因子：
2.9
通讯作者：
Graling, Kelly
中科院分区：
文献类型：
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作者：
Bassett, Hideko Hamada;Denham, Susanne;Graling, Kelly
研究结果：使用验证性因素分析测试了基于理论的学龄前儿童情绪知识的二因素结构（即对情绪表达的识别和对情绪引发情况的理解）。与 1 因素和 3 因素模型相比，2 因素模型显示出更好的数据拟合度。研究发现该模型在性别、种族、年龄和社会经济风险方面是等效的。理论和两个潜在因素之间的高度相关性表明了发展的分层性质，其中较高水平的情感知识建立在较低水平之上。在我们的有效性模型中，我们发现了从认知到情境因素以及从情境因素到教师对学前儿童学习行为和社交能力的报告的重要路径。结果进一步证明情绪在学龄前儿童的入学准备中发挥着重要作用。实践或政策：幼儿教育工作者可以从以下方面受益：认识到表达的识别和对情绪引发情况的理解在这个年龄段是可以适当教授的，并且可以将这种教学重点放在负面情绪和因人而异的情绪上。此外，情感知识的这些方面与入学准备之间的关系增加了越来越多的证据表明，专注于情感知识的幼儿规划具有多重好处。
Research Findings: A theory-based 2-factor structure of preschoolers' emotion knowledge (i.e., recognition of emotional expression and understanding of emotion-eliciting situations) was tested using confirmatory factor analysis. Compared to 1- and 3-factor models, the 2-factor model showed a better fit to the data. The model was found to be equivalent for gender, race, age, and socioeconomic risk. Theory and the high correlation between the 2 latent factors suggested a hierarchical nature of development, in which a higher level of emotion knowledge is built upon a lower level. In our validity model, we found significant paths from the recognition to the situation factor and from the situation factor to teachers' reports of preschoolers' learning behaviors and social competence. Results provide further evidence of the significant role emotion plays in preschoolers' school readiness. Practice or Policy: Early childhood educators can benefit from knowing that recognition of expressions and understanding of emotion-eliciting situations are appropriately teachable in this age range and can focus such teaching upon negative emotions and those that may vary across individuals. Furthermore, relations between these aspects of emotion knowledge and school readiness add to accumulating evidence that early childhood programming focusing upon emotion knowledge has multiple benefits.