This study examined the relation between self-concept clarity and (a) preferred general coping styles, (b) coping with a specific event, and (c) coping with a specific ongoing situation in 175 undergraduate students. The results of the regression analyses for general coping styles indicated that self-concept clarity made a reliable but weak positive contribution to active coping styles (e.g., planning and taking action) and a strong negative contribution to passive coping styles (e.g, denial). The unique negative contribution of self-concept clarity to passive coping was replicated with respect to coping with a specific event and to coping with a specific ongoing situation. However, the weaker positive contribution of self-concept clarity to active coping was not replicated with respect to coping with specific events or specific ongoing situations.

The effects of maltreatment on children's emotion knowledge (e.g., recognition of facial cues for happy, sad, mad, scared, and surprised expressions), parent-and teacher-rated social and expressive behavior (e.g., aspects of emotion regulation such as emotional intensity, regulation of emotionally-driven behavior, and classroom social competence with peers such as conflict management), and hypothetical social problem-solving skills were examined in a sample of 45 preschool-aged, predominantly African-American preschoolers. Comparisons between maltreated, high-risk, and low-risk groups revealed no reliable differences in emotion knowledge, but several significant differences in hypothetical social problem-solving skills and in parent-and teacher-rated social and expressive behavior. Specifically, maltreated children were rated high on negative emotionality and emotional support-seeking at school, and they were rated low on supportseeking at home, instrumental action at home, problem-focused social problem-solving strategies, and conflict management. In general, teachers rated maltreated children as the least competent, low-risk children as intermediate, and high-risk children as the most competent.

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This article describes kindergarten from the perspective of the whole child. Specifically, it reviews current research on best practices to improve children's math and language arts competencies, memory skills, and the role of kindergarten in beginning science. It also describes the social experiences children have in kindergarten with respect to their academic success. Similarly, it reviews the impact of emotional competence on school success. This article then reviews research describing three major influences on children's kindergarten adaptation and success (i.e., transition, parental involvement, retention). The article concludes with a discussion of full-day kindergarten programs and their potential for improving the chances of all kindergarten children, especially low-income and ethnic minority children, for success in school.

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