The Relations of Preschool Children's Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability

Autor/inn/en	Sette, Stefania; Spinrad, Tracy L.; Baumgartner, Emma
Titel	The Relations of Preschool Children's Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability
Quelle	In: International Journal of Behavioral Development, 41 (2017) 4, S.532-541 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025416645667
Schlagwörter	Preschool Children; Child Behavior; Affective Behavior; Emotional Development; Emotional Response; Peer Relationship; Foreign Countries; Sociometric Techniques; Social Adjustment; Prosocial Behavior; Age Groups; Middle Class; Nonverbal Communication; Labeling (of Persons); Statistical Analysis; Italy (Rome) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Affective disturbance; Active behaviour; Affektive Störung; Gefühlsbildung; Emotionales Verhalten; Peer-Beziehungen; Ausland; Soziometrie; Soziale Anpassung; Age grop; Altersgruppe; Mittelschicht; Non-verbal communication; Nonverbale Kommunikation; Labeling-Ansatz; Statistische Analyse
Abstract	The purpose of the present study was to examine the relations of children's emotion knowledge (and its components) and socially appropriate behavior to peer likability in a sample of Italian preschool children at two time-points. At both Time 1 (T1; n = 46 boys, 42 girls) and a year later at Time 2 (T2; n = 26 boys, 22 girls), children's emotion knowledge (i.e., emotion recognition, situation knowledge) was assessed, teachers evaluated children's socially appropriate behavior, and peer likability was measured using a sociometric procedure. A two-wave autoregressive cross-lagged model indicated that children's T1 emotion recognition was associated with higher T2 socially appropriate behavior, and children's T1 socially appropriate behavior was related to higher T2 peer likability, even after controlling for stability in the constructs. Socially appropriate behavior mediated the relation between preschool children's emotion recognition and peer likability. No bidirectional associations were found. The results support the notion that teacher training should focus on promoting children's emotion knowledge to create a classroom atmosphere characterized by positive social behaviors and harmonious peer relationships across the preschool years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01