The Relations of Preschool Children's Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability.
The Relations of Preschool Children's Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability.
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DOI：
10.1177/0165025416645667
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发表时间：
2017-07
影响因子：
3.7
通讯作者：
Baumgartner E
中科院分区：
文献类型：
--
作者：
Sette S;Spinrad TL;Baumgartner E
本研究以意大利学龄前儿童为研究对象，在两个时间点考察了儿童情感知识（及其组成部分）和社会适宜行为与同伴喜爱度的关系。在时间1 （T1, n = 46名男孩，42名女孩）和一年后的时间2 （T2, n = 26名男孩，22名女孩），评估了儿童的情绪知识（即情绪识别，情境知识），教师评估了儿童的社会适当行为，并使用社会测量程序测量了同伴亲和力。两波自回归交叉滞后（ARC）模型表明，儿童T1情绪识别与较高的T2社会适宜行为相关，儿童T1社会适宜行为与较高的T2同伴喜爱度相关，即使在控制构式稳定性后也是如此。社会适宜行为在学龄前儿童情绪识别与同伴喜爱度之间起中介作用。没有发现双向关联。研究结果支持了教师培训应以促进儿童情感知识为重点，以创造一个以积极的社会行为和和谐的同伴关系为特征的课堂氛围。
The purpose of the present study was to examine the relations of children's emotion knowledge (and its components) and socially appropriate behavior to peer likability in a sample of Italian preschool children at two time-points. At both Time 1 (T1; n = 46 boys, 42 girls) and a year later at Time 2 (T2; n = 26 boys, 22 girls), children's emotion knowledge (i.e., emotion recognition, situation knowledge) was assessed, teachers evaluated children's socially appropriate behavior, and peer likability was measured using a sociometric procedure. A two-wave Autoregressive Cross-lagged (ARC) model indicated that children's T1 emotion recognition was associated with higher T2 socially appropriate behavior, and children's T1 socially appropriate behavior was related to higher T2 peer likability, even after controlling for stability in the constructs. Socially appropriate behavior mediated the relation between preschool children's emotion recognition and peer likability. No bidirectional associations were found. The results support the notion that teacher training should focus on promoting children's emotion knowledge to create a classroom atmosphere characterized by positive social behaviors and harmonious peer relationships across the preschool years.
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DOI：
10.1111/j.1532-7078.2012.00125.x
发表时间：
2013-01-01
期刊：
Infancy : the official journal of the International Society on Infant Studies
影响因子：
--
作者：
Brownell CA;Svetlova M;Anderson R;Nichols SR;Drummond J
通讯作者：
Drummond J
影响因子：
4.9
作者：
Buhs, ES;Ladd, GW;Herald, SL
通讯作者：
Herald, SL
影响因子：
4.6
作者：
DENHAM, SA
通讯作者：
DENHAM, SA
影响因子：
3.7
作者：
Eggum-Wilkens, Natalie D.;Valiente, Carlos;Lemery-Chalfant, Kathryn
通讯作者：
Lemery-Chalfant, Kathryn
影响因子：
7
作者：
Curran, PJ;West, SG;Finch, JF
通讯作者：
Finch, JF