Indirect Effects of Cognitive Self-Regulation on the Relation between Emotion Knowledge and Emotionality

Autor/inn/en	Ferrier, David E.; Karalus, Samantha P.; Denham, Susanne A.; Bassett, Hideko H.
Titel	Indirect Effects of Cognitive Self-Regulation on the Relation between Emotion Knowledge and Emotionality
Quelle	In: Early Child Development and Care, 188 (2018) 7, S.966-979 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferrier, David E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1445730
Schlagwörter	Self Control; Child Development; Correlation; Path Analysis; Cognitive Development; Preschool Children; Developmental Stages; Emotional Development; Emotional Experience; Disadvantaged Youth; Low Income; Check Lists; Measures (Individuals); Scores; Statistical Analysis; Executive Function + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Kindesentwicklung; Korrelation; Pfadanalyse; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gefühlsbildung; Benachteiligter Jugendlicher; Niedriglohn; Checkliste; Messdaten; Statistische Analyse
Abstract	Between three and five years of age, both emotional competence (EC) and cognitive self-regulation (CSR) have been documented as undergoing remarkable growth and as being strong predictors of concurrent and future positive outcomes. EC encompasses three interrelated and progressively developing skills: emotion knowledge, emotion regulation, and emotional expression and experience (i.e. emotionality). Whereas associations between CSR and emotion regulation are often documented, the current study explored whether CSR exerted a significant indirect effect in the emotion knowledge-emotionality relation. Path analysis results supported our hypotheses that emotion knowledge was associated with more positive emotionality and that CSR had a significant indirect effect between these facets of EC. This study is one of the first to examine CSR as a conduit for EC development in young children, further bridging the divide in understanding the emotion-cognition relation and how it is translated into what one experiences and expresses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01