Skip to main content

Mijn bibliotheek

Shop

Nieuws
Boeken
Tijdschriften
E-learning
Web-tv
Video
Audio

Tips voor Mijn BSL

UITGEBREID ZOEKEN
Inloggen
Top
Journal of Child and Family Studies

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Child and Family Studies 8/2016

02-04-2016 | Original Paper

The Relationship Between Emotion Knowledge, Emotion Regulation and Adjustment in Preschoolers: A Mediation Model

Auteurs: Rosanna Di Maggio, Carla Zappulla, Ugo Pace

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 8/2016

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

The study explored the total, direct and indirect effects of emotion knowledge on adjustment in preschoolers and examined whether emotion regulation mediated the relationships between emotion knowledge and adjustment (social competence, and behavioral difficulties, such as anxiety–withdrawal and anger–aggression). Two hundred forty children (118 boys and 122 girls) from 3 to 5 years of age (mean age = 4.23, SD = .80) were administered a vocabulary test to check their verbal ability and a measure of emotion knowledge. Teachers filled out two questionnaires about children’s regulation and adjustment variables. A mediation model was tested combined with an assessment of the indirect effects to evaluate whether emotion knowledge may exert an influence on adjustment through the intervention of emotion regulation. Results showed that all conditions for full mediation were met for social competence and anxiety–withdrawal, confirming the mediation role of emotion regulation in the relationship between emotion knowledge and these variables. Moreover, results indicated that emotion knowledge and anger–aggression were not directly associated as they would be in case of full or partial mediation, but they were however indirectly related through a significant linking with emotion regulation. Findings may have potential implications for prevention and intervention programs in family and school contexts, suggesting how early childhood programs targeting emotion knowledge may be especially beneficial to promote social competence and prevent behavioral problems, above all if they include other emotion-related competences, such as emotion regulation, that may be considered the linking mechanism through which emotion knowledge exerts an influence on adjustment.
vorige artikel Stressful Life Events Predict Peer Victimization: Does Anxiety Account for this Link?
volgende artikel Young Children’s Tablet Use and Associations with Maternal Well-Being
Literatuur
Albanese, O., Lafortune, L., Daniel, M. F., Doudin, P. A., & Pons, F. (2006). Competenza emotiva tra psicologia ed educazione (Emotional competence between psychology and education). Milano: F. Angeli.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. CrossRefPubMed
Bassett, H. H., Denham, S. A., Mincic, M. M., & Graling, K. (2012). The structure of preschoolers’ emotion knowledge: Model equivalence and validity using an SEM approach. Early Education and Development, 23, 259–279. CrossRef
Casey, R. J. (1996). Emotional competence in children with externalizing and internalizing disorders. In M. Lewis & M. W. Sullivan (Eds.), Emotional development in atypical children (pp. 161–184). Mahwah: Lawrence Erlbaum Associates Inc.
Cicchetti, D., Ackerman, B. P., & Izard, C. E. (1995). Emotions and emotion regulation in developmental psychopathology. Development and Psychopathology, 7, 1–10. CrossRef
Curby, T. W., Brown, C. A., Bassett, H. H., & Denham, S. A. (2015). Associations between preschoolers’ social–emotional competence and preliteracy skills. Infant and Child Development, 24, 549–570. CrossRef
Denham, S. A. (1998). Emotional development in young children. New York: Guilford.
Denham, S. A. (2010a). Emotion regulation: Now you see it, now you don’t. Emotion Review, 2, 297–299. CrossRef
Denham, S. A. (2010b). Introduzione (Introduction). In E. Baumgartner, Gli esordi della competenza emotiva. Strumenti di studio e di valutazione (The beginnings of emotional competence. Measures for study and assessment). Led, Milano.
Denham, S. A., Bassett, H. H., Brown, C. A., Way, E., & Steed, J. (2015). I know how you feel: Preschoolers’ emotion knowledge contributes to early school success. Journal of Early Childhood Research, 13, 252–262. CrossRef
Denham, S. A., Bassett, H. H., Sirotkin, Y. S., & Zinsser, K. (2013). Head Start preschoolers’ emotional positivity and emotion regulation predict their social–emotion behavior, classroom adjustment, and early school success. Dialog, 16, 18–33.
Denham, S. A., Bassett, H. H., Way, E., Mincic, M., Zinsser, K., & Graling, K. (2012). Preschoolers’ emotion knowledge: Self-regulatory foundations, and predictions of early school success. Cognition and Emotion, 26, 667–679. CrossRefPubMed
Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K. S., Auerbach-Major, S. T., et al. (2003). Preschoolers’ emotional competence: Pathway to social competence? Child Development, 74, 238–256. CrossRefPubMed
Denham, S. A., Zoller, D., & Couchoud, E. A. (1994). Socialization of preschoolers’ emotion understanding. Developmental Psychology, 30, 928–936. CrossRef
Di Maggio, R., Zappulla, C., & Izard, C. E. (2014). Educare alla conoscenza e alla regolazione delle emozioni Manuale per educatori e insegnanti di scuola dell’infanzia (Educating to knowledge and emotion regulation. Manual for educators and teachers of kindergarten). Edizioni Junior: Gruppo Spaggiari.
Di Maggio, R., Zappulla, C., Pace, & Izard, C. E. (2016). Adopting the emotions course in the Italian context: A pilot study to test effects on social-emotional competence in preschool children. Child Indicator Research. doi: 10.​1007/​s12187-016-9387-x
Di Maggio, R., Zappulla, C., Pace, U., & Izard, C. E. (2013). La conoscenza delle emozioni in età prescolare: un contributo alla validazione italiana dell’Emotion Matching Task (EMT). (Emotions knowledge in preschool: A contribution to the Italian validation of the Emotion Matching Task (EMT). Psicologia Clinica dello Sviluppo, 2, 521–532.
Dunn, L. M., & Dunn, D. M. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines: American Guidance Service.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. CrossRefPubMed
Eisenberg, N., Eggum, N. D., Sallquist, J., & Edwards, A. (2010a). Relations of self-regulatory/control capacities to maladjustment, social competence, and emotionality. In R. H. Hoyle (Ed.), Handbook of personality and self-regulation (pp. 21–46). Chichester: Wiley-Blackwell.
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010b). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495–525. CrossRefPubMedPubMedCentral
Ensor, R., Spencer, D., & Hughes, C. (2011). “You feel sad?” Emotion understanding mediates effects of verbal ability and mother–child mutuality on pro-social behaviors: Finding from 2 years to 4 years. Social Development, 20, 93–110. CrossRef
Frick, P. J., & Morris, A. S. (2004). Temperament and developmental pathways to conduct disorders. Journal of Clinical Child and Adolescent Psychology, 33, 54–68. CrossRefPubMed
Garner, P. W., & Waajid, B. (2012). Emotion knowledge and self-regulation as predictors of preschoolers’ cognitive ability, classroom behavior, and social competence. Journal of Psychoeducational Assessment, 30, 330–343. CrossRef
Giménez-Dasí, M., Fernández-Sánchez, M., & Quintanilla, L. (2015). Improving social competence through emotion knowledge in 2-year-old children: A pilot study. Early Education and Development, 26, 1128–1144. CrossRef
Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45, 3–19. CrossRefPubMedPubMedCentral
Grazzani, G. I., & Antoniotti, A. (2006). La comprensione delle emozioni nei bambini (The understanding of emotions in children). Età Evolutiva, 83, 117–128.
Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117–136. CrossRef
Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76, 408–420. CrossRef
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.
Herndon, K. J., Bailey, C. S., Shewark, E., Denham, S. A., & Bassett, H. H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. Journal of Genetic Psychology, 174, 642–663. CrossRefPubMedPubMedCentral
Izard, C. E., Haskins, F. W., Schultz, D., Trentacosta, C. J., & King, K. A. (2003). Emotion matching task. Unpublished manuscript. Newark: University of Delaware.
Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J., Krauthamer-Ewing, E. S., et al. (2008a). Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior. Development and Psychopathology, 20, 369–397. CrossRefPubMed
Izard, C. E., Stark, K., Trentacosta, C. J., & Schultz, D. (2008b). Beyond emotion regulation: Emotion utilization and adaptive functioning. Child Developmental Perspectives, 2, 156–163. CrossRef
Krull, J. L., & MacKinnon, D. P. (2001). Multilevel modeling of individual and group level mediated effects. Multivariate Behavioral Research, 36, 249–277. CrossRefPubMed
Lachowicz, M. J., Sterba, S. K., & Preacher, K. J. (2015). Investigating multilevel mediation with fully or partially nested data. Group Processes and Intergroup Relations, 18, 274–289. CrossRef
LaFreniere, P. J., & Dumas, J. A. (1996). Social competence and behavior evaluation in children aged three to six: The short form (SCBE-30). Psychological Assessment, 8, 369–377. CrossRef
LaFreniere, P. J., Masataka, N., Butovskaya, M., Chen, Q., Dessen, M. A., Atwanger, K., et al. (2002). Cross-cultural analysis of social competence and behavior problems in preschoolers. Early Education & Development, 13, 201–219. CrossRef
LeBreton, J. M., Wu, J., & Bing, M. N. (2009). The truth(s) on testing for mediation in the social and organizational sciences. In C. E. Lance & R. J. Vanderberg (Eds.), Statistical and methodological myths and urban legends: Doctrine, verity and fable in organizational and social sciences (pp. 109–143). New York: Routledge.
Mathieu, J. E., & Taylor, S. R. (2006). Clarifying conditions and decision points for mediational type inferences in organizational behavior. Journal of Organizational Behavior, 27, 1031–1056. CrossRef
Molina, P., Sala, M. N., Zappulla, C., Bonfigliuoli, C., Cavioni, V., Zanetti, M. A., et al. (2014). The emotion regulation checklist Italian translation. Validation of parents and teacher versions. European Journal of Developmental Psychology, 11, 624–634. CrossRef
Morgan, J., Izard, C. E., & King, K. (2010). Construct validity of the emotion matching task: Preliminary evidence for convergent and criterion validity of a new emotion knowledge measure for young children. Social Development, 19, 52–70. CrossRef
Ongari, B., Tomasi, F., & Zoccatelli, B. (2007). Bambini a disagio nella scuola dell’infanzia (Distressed children in the kindergarten). Bergamo: Edizioni Junior.
Pons, F., Doudin, P. A., & Harris, P. L. (2012). La comprensione delle emozioni. In O. Albanese, C. Fiorilli, L. Lafortune, P. A. Doudin, F. Pons, & D. R. Hancock (Eds.), Le emozioni a scuola. Riconoscerle, comprenderle e intervenire efficacemente. (Emotions at school. Recognize, understand and respond to them effectively). Erickson: Trento.
Pons, F., Harris, P. L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1, 127–152. CrossRef
Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments and Computers, 36, 717–731. CrossRef
Preacher, K. J., Zyphur, M. J., & Zhang, Z. (2010). A general multilevel SEM framework for assessing multilevel mediation. Psychological Methods, 15, 209–233. CrossRefPubMed
Schultz, D., Izard, C. E., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal. Development and Psychopathology, 13, 53–67. CrossRefPubMed
Shields, A. M., & Cicchetti, D. (1997). Emotion regulation in school-age children: The development of a new criterion Q-sort scale. Developmental Psychology, 33, 906–916. CrossRefPubMed
Sirotkin, Y. S., Denham, S. A., Bassett, H. H., & Zinsser, K. M. (2013). Keep calm and carry on: The importance of children’s emotional positivity and regulation for success in Head Start. Dialog, 16, 113–119.
Stella, G., Pizzoli, C., & Tressoldi, P. E. (2000). Peabody Test di Vocabolario Recettivo. (Peabody picture vocabulary test). Torino, Omega.
Stifter, C. A., & Dollar, J. M. (2012). Temperamental surgency and emotion regulation as predictors of childhood social competence. Journal of Experimental Child Psychology, 112, 178–194. CrossRefPubMedPubMedCentral
Trentacosta, C. J., & Fine, S. E. (2010). Emotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta-analytic review. Social Development, 19, 1–29. CrossRefPubMedPubMedCentral
Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7, 77–88. CrossRefPubMed
von Soest, T., & Hagvet, K. A. (2011). Mediation analysis in a latent grow curve modeling framework. Structural Equation Modeling: A Multidisciplinary Journal, 18, 289–314. CrossRef
Metagegevens
Titel
The Relationship Between Emotion Knowledge, Emotion Regulation and Adjustment in Preschoolers: A Mediation Model
Auteurs
Rosanna Di Maggio
Carla Zappulla
Ugo Pace
Publicatiedatum
02-04-2016
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 8/2016
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-016-0409-6

Andere artikelen Uitgave 8/2016

Journal of Child and Family Studies 8/2016 Naar de uitgave

Original Paper

Minimal Risk of Internalizing Problems in Typically-Developing Siblings of Children with High-Functioning Autism Spectrum Disorder

Original Paper

Family Support and Mental Health Service Use Among Suicidal Adolescents

Original Paper

Criminally Involved Parents Who Misuse Substances and Children’s Odds of Being Arrested as a Young Adult: Do Drug Treatment Courts Mitigate the Risk?

Original Paper

Concurrent Validation of the Treatment Outcome Package (TOP) for Children and Adolescents

Original Paper

Young Children’s Tablet Use and Associations with Maternal Well-Being

Original Paper

Characteristics of Children in Foster Care, Family-Style Group Care, and Residential Care: A Scoping Review