Preschoolers' emotion knowledge: Self-regulatory foundations, and predictions of early school success

被引：156

作者：

Denham, Susanne Ayers ^{[1
]}

Bassett, Hideko Hamada ^{[1
]}

Way, Erin ^{[1
]}

Mincic, Melissa ^{[1
]}

Zinsser, Katherine ^{[1
]}

Graling, Kelly ^{[2
]}

机构：

[1] George Mason Univ, Dept Psychol, Fairfax, VA 22030 USA

[2] Univ Massachusetts, Dept Psychol, Boston, MA 02125 USA

来源：

COGNITION & EMOTION | 2012年 / 26卷 / 04期

关键词：

Emotion; Social cognition; Early childhood; School readiness; ACADEMIC COMPETENCE; SOCIAL COMPETENCE; BEHAVIOR; COGNITION; CHILDREN; ADOLESCENCE; STABILITY; FORM;

D O I：

10.1080/02699931.2011.602049

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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.

引用

页码：667 / 679

页数：13

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