THE RELATIONS OF EMOTIONALITY AND REGULATION TO PRESCHOOLERS SOCIAL SKILLS AND SOCIOMETRIC STATUS
THE RELATIONS OF EMOTIONALITY AND REGULATION TO PRESCHOOLERS SOCIAL SKILLS AND SOCIOMETRIC STATUS
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DOI：
10.1111/j.1467-8624.1993.tb02961.x
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发表时间：
1993-10-01
影响因子：
4.6
通讯作者：
HANISH, L
中科院分区：
文献类型：
--
作者：
EISENBERG, N;FABES, RA;HANISH, L
本研究旨在探讨情绪性（强度和消极情绪）和调节（应对和注意调节）与学龄前儿童社会技能（由成人评定）和社会地位的关系。教师对儿童的建设性应对和注意力控制的评价与男孩的社会技能和同伴地位呈正相关，而消极情感则呈负相关。表现出（与回避）应对和情绪强度呈负相关的女孩和男孩的社会技能和男孩的同伴地位。此外，母亲的报告，男孩的应对寻求社会支持和低情绪强度与男孩的积极的社会功能，而回避应对呈正相关的女孩的额定社会技能。结果进行了讨论，在人际关系中的情绪调节和应对情绪的研究。
The purpose of this study was to examine the relations of emotionality (intensity and negative emotion) and regulation (coping and attentional regulation) to preschoolers' social skills (as rated by adults) and sociometric status. Teachers' ratings of children's constructive coping and attentional control were positively related to boys' social skills and peer status, whereas negative affect was negatively related. Acting out (vs. avoidant) coping and emotional intensity were negatively related to girls' and boys' social skills and boys' peer status. In addition, mothers' reports of boys' coping by seeking social support and low emotional intensity were associated with boys' positive social functioning, whereas avoidant coping was positively related to girls' rated social skills. The results are discussed in relation to research on emotion regulation and coping with emotion in interpersonal contexts.