Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers

Abstract

In this study of low income preschoolers (N 0/ 60), we examined relations between three facets of emotional competence: emotion knowledge, level of negative emotion expression, and emotion regulation; and their associations with indicators of classroom adjustment. Emotion knowledge was positively related to positive emotion regulation but was not related to negative emotion expression or negative dysregulation. Negative emotion expression related to emotion regulation variables in expected directions. Negative emotion expression was associated with aggression and social skills after covarying verbal ability, age, and emotion knowledge. Negative dysregulation was related in expected directions to aggression, anxiety, and social skills after covarying verbal ability, age, emotion knowledge, and

The Relationship between Maternal Acceptance-Rejection Levels and Preschoolers’ Social Competence and Emotion Regulation Skills

“…It is a 4-point likert scale and it can be filled by the teacher or a parent. The related literature indicate the scale is a valid and reliable one (Miller et al, 2006;Shields & Cicchetti, 1997). The internal consistency value of mother evaluations was found as .75 and the value of teacher evaluations was .84 (Yağmurlu & Altan, 2010).…”

Friendship in High-functioning Children with Autism Spectrum Disorder: Mixed and Non-mixed Dyads

“…Target children in mixed friendship outperformed children in non-mixed friendship on VIQ and differences between mixed and non-mixed friendship (mainly in friendship manifestations) were significantly reduced after controlling for VIQ. There has been little systematic study of the relationship between different domains of social competence in general their relationship with verbal abilities in children and adolescents (Miller et al 2006;Saarni 1999) or adults (Lopes et al 2005). One candidate hypothesis is that children with HFASD and stronger verbal abilities are better able to augment inferences about emotions with verbal information and that this could lead to more accurate emotion perception and better abilities to relate with peers (Miller et al 2006).…”

“…There has been little systematic study of the relationship between different domains of social competence in general their relationship with verbal abilities in children and adolescents (Miller et al 2006;Saarni 1999) or adults (Lopes et al 2005). One candidate hypothesis is that children with HFASD and stronger verbal abilities are better able to augment inferences about emotions with verbal information and that this could lead to more accurate emotion perception and better abilities to relate with peers (Miller et al 2006). Another possibility is that children in preadolescence gossip a lot with their friends as a way to relate.…”

Relações entre o conhecimento das emoções, as competências académicas, as competências sociais e a aceitação entre pares

“…Efectivamente, crianças mais conhecedoras das emoções dos outros serão mais capazes de negociar as situações com os seus pares, obtendo, assim, melhores resultados e um menor número de conflitos (Miller et al, 2006). À medida que a criança cresce e passa mais tempo na escola, o efeito do conhecimento das emoções sobre um comportamento socialmente adaptado torna-se cada vez mais importante nas interacções com os seus pares, sendo a aceitação entre pares um dos melhores índices do funcionamento social das crianças, em idades do pré-escolar.…”

“…COMPETÊNCIA EMOCIONAL Nas crianças em idade pré-escolar são destacadas três componentes da competência emocional, que se encontram associadas com o ajustamento escolar: (1) o conhecimento das emoções -identificar, reconhecer e nomear emoções; diferenciar as próprias emoções; compreender as emoções dos outros com base nas expressões faciais e, nas características das situações de contexto emocional; (2) a regulação das emoções -capacidade de modular a intensidade ou a duração dos estados emocionais; (3) o expressar emoção em situações sociais (Denham, 2007;Miller, Fine, Gouley, Seifer, Dickstein, & Shields, 2006).…”