Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal

被引:161
作者
Schultz, D
Izard, CE
Ackerman, BP
Youngstrom, EA
机构
[1] Johns Hopkins Univ, Dept Publ Hlth, Baltimore, MD 21205 USA
[2] Univ Delaware, Newark, DE 19716 USA
[3] Case Western Reserve Univ, Cleveland, OH 44106 USA
关键词
D O I
10.1017/S0954579401001043
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
We examined the relations of verbal ability and self-regulation in preschool to emotion knowledge in first grade. and concurrent relations between emotion knowledge and indexes of social functioning in 143 children from low-income families. After controlling for children's verbal ability in preschool, teacher reports of attentional control and caregiver reports of behavioral control in preschool predicted children's emotion expression knowledge and emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and behavioral control. children's emotion knowledge predicted concurrent teacher-reported social problems and social withdrawal. Results suggest that low levels of emotion knowledge co-occur with many important aspects of children's early social adaptation.
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页码:53 / 67
页数:15
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