Preschoolers' emotion knowledge: Self-regulatory foundations, and predictions of early school success
Preschoolers' emotion knowledge: Self-regulatory foundations, and predictions of early school success
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DOI：
10.1080/02699931.2011.602049
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发表时间：
2012-01-01
影响因子：
2.6
通讯作者：
Graling, Kelly
中科院分区：
文献类型：
--
作者：
Denham, Susanne Ayers;Bassett, Hideko Hamada;Graling, Kelly
本研究对322名学龄前儿童和100名幼儿园儿童进行了纵向评估，以考察情绪知识的自我调节根源（标签和情境）以及情绪知识对早期学校适应的贡献（即，包括社会、动机和行为指数），以及按年龄、性别和风险的适度。年龄，性别和风险差异的情绪知识也进行了检查。研究发现，年龄较大的儿童和没有经济风险的儿童以及自我调节水平较高的儿童的情感知识技能更为先进。总体而言，研究结果支持情绪知识在早期学校适应和学业成功中的作用，即使性别，年龄和风险共变，特别是对于男孩，年龄较大的学龄前儿童和那些有经济风险的人。
Preschoolers (N = 322 in preschool, 100 in kindergarten) were assessed longitudinally to examine the self-regulatory roots of emotion knowledge (labelling and situation) and the contributions of emotion knowledge to early school adjustment (i.e., including social, motivational, and behavioural indices), as well as moderation by age, gender, and risk. Age, gender, and risk differences in emotion knowledge were also examined. Emotion knowledge skills were found to be more advanced in older children and those not at economic risk, and in those with higher levels of self-regulation. Overall, the results support the role of emotion knowledge in early school adjustment and academic success even with gender, age, and risk covaried, especially for boys, older preschoolers, and those at economic risk.