Relationships between Proficiency with Grammatical Morphemes and Emotion Regulation: A Study of Mandarin-English Preschoolers

Autor/inn/en	Ren, Yonggang; Xu Rattanasone, Nan; Demuth, Katherine; Andronos, Fabia; Wyver, Shirley
Titel	Relationships between Proficiency with Grammatical Morphemes and Emotion Regulation: A Study of Mandarin-English Preschoolers
Quelle	In: Early Child Development and Care, 188 (2018) 8, S.1055-1062 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1245189
Schlagwörter	Language Proficiency; Grammar; Morphemes; Emotional Adjustment; Correlation; Preschool Children; Preschool Education; Mandarin Chinese; Bilingual Students; Task Analysis; Check Lists; Interpersonal Competence; Questionnaires; English; Language Tests; Foreign Countries; Rating Scales; Child Behavior; Australia; Behavior Assessment System for Children; Preschool Language Scale + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Grammatik; Morphem; Emotionale Anpassung; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufgabenanalyse; Checkliste; Interpersonale Kompetenz; Fragebogen; English language; Englisch; Language test; Sprachtest; Ausland; Rating-Skala; Australien
Abstract	Previous research mainly with monolingual children shows a positive relationship between English skills and emotion regulation. No study to date has examined if or how learning of grammatical morphemes might be associated with emotion regulation among bilingual preschoolers. This study examined how Mandarin-English bilingual preschoolers performed on three grammatical morphemes of plurals, past tense, present tense and whether the performance on the three morphemes was associated with emotion regulation. An elicitation task was used to assess proficiency in the three morphemes, and the Emotion Regulation Checklist (ERC) and the Disappointing Gift task were used to assess emotion regulation. The results indicate that Mandarin-English bilingual preschoolers had difficulties with all the three morphemes but they had a higher proficiency level on plurals than on past and present tense. Their proficiency in past and present tense was positively correlated with emotion regulation as measured by the ERC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01