The Relationship between Emotion Understanding and Social Skills in Preschoolers: The Mediating Role of Verbal Ability and the Moderating Role of Working Memory

Autor/inn/en	Tang, Yulong; Harris, Paul L.; Zou, Hong; Wang, Juan; Zhang, Zhinuo
Titel	The Relationship between Emotion Understanding and Social Skills in Preschoolers: The Mediating Role of Verbal Ability and the Moderating Role of Working Memory
Quelle	In: European Journal of Developmental Psychology, 18 (2021) 4, S.593-609 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Yulong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-5629
DOI	10.1080/17405629.2020.1854217
Schlagwörter	Emotional Development; Emotional Intelligence; Interpersonal Competence; Preschool Children; Verbal Ability; Short Term Memory; Behavior Patterns; Foreign Countries; Kindergarten; Young Children; China + Suchen Sie Ihr Suchwort? Gefühlsbildung; Emotionale Intelligenz; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mündliche Leistung; Kurzzeitgedächtnis; Ausland; Frühe Kindheit
Abstract	A considerable body of research has shown that preschoolers who have a better understanding of emotions also have better social competence. In the present study, we focused on the potential roles that verbal ability and working memory may play in the relationship. A total of 187 4- to 6-year-old preschoolers completed: (i) the Test of Emotion Comprehension for emotion understanding; (ii) the Counting and Labelling test for working memory; and (iii) the Core Vocabulary scales of the WPPSI for verbal ability. Two teachers assessed each participant's social competence. The results showed that preschoolers' emotional understanding is a predictor of their social competence but verbal ability fully mediated the relationship. Furthermore, verbal ability positively predicted children's social abilities only when they also had superior working memory. These findings help us to understand how verbal ability and working memory affect the relationship between emotion understanding and social competence in preschoolers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01