Emotion Knowledge Skills in Low-Income Elementary School Children: Associations with Social Status and Peer Experiences

Autor/inn/en	Miller, Alison L.; Gouley, Kathleen Kiely; Seifer, Ronald; Zakriski, Audrey; Eguia, Maria; Vergnani, Michael
Titel	Emotion Knowledge Skills in Low-Income Elementary School Children: Associations with Social Status and Peer Experiences
Quelle	In: Social Development, 14 (2005) 4, S.637-651 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2005.00321.x
Schlagwörter	Elementary School Students; Social Status; Low Income; Sociometric Techniques; Interpersonal Competence; Emotional Development; Peer Relationship; Longitudinal Studies; Social Development; Social Behavior; Kindergarten; Grade 1; Individual Differences; Prevention; Intervention; Bullying; Rejection (Psychology); Vocabulary; At Risk Students + Suchen Sie Ihr Suchwort? Sozialer Status; Niedriglohn; Soziometrie; Interpersonale Kompetenz; Gefühlsbildung; Peer-Beziehungen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Entwicklung; Social behaviour; Soziales Verhalten; School year 01; 1. Schuljahr; Schuljahr 01; Individueller Unterschied; Prävention; Vorbeugung; Mobbing; Ablehnung; Wortschatz
Abstract	This short-term longitudinal study examined relations between emotion knowledge and social functioning in a sample of low-income kindergarten and 1st graders. Individual differences in spontaneous emotion naming and emotion recognition skills were used to predict children's social functioning at school, including peer-nominated sociometric status, and child self-reports of negative experiences with peers in school (peer victimization and rejection). Children who had greater emotional vocabulary and recognized emotions more accurately had better outcomes in all areas, and many of the associations between fall emotion knowledge skills and spring social functioning outcomes held after covarying grade and children's previous status with regard to these outcomes. Results are discussed with regard to implications for prevention and intervention programs (e.g., the PATHS curriculum) that focus on teaching emotion knowledge skills in order to foster high-risk children's social competence. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10