title: The relations of emotionality and regulation to preschoolers' social skills and sociometric status.
abstract: The purpose of this study was to examine the relations of emotionality (intensity and negative emotion) and regulation (coping and attentional regulation) to preschoolers' social skills (as rated by adults) and sociometric status. Teachers' ratings of children's constructive coping and attentional control were positively related to boys' social skills and peer status, whereas negative affect was negatively related. Acting out (vs. avoidant) coping and emotional intensity were negatively related to girls' and boys' social skills and boys' peer status. In addition, mothers' reports of boys' coping by seeking social support and low emotional intensity were associated with boys' positive social functioning, whereas avoidant coping was positively related to girls' rated social skills. The results are discussed in relation to research on emotion regulation and coping with emotion in interpersonal contexts.
authors.affiliation: Department of Psychology, Arizona State University, Tempe 85287-1104.
authors.forename: N
authors.initials: N
authors.lastname: Eisenberg
authors.forename: R A
authors.initials: RA
authors.lastname: Fabes
authors.forename: J
authors.initials: J
authors.lastname: Bernzweig
authors.forename: M
authors.initials: M
authors.lastname: Karbon
authors.forename: R
authors.initials: R
authors.lastname: Poulin
authors.forename: L
authors.initials: L
authors.lastname: Hanish
mesh_terms: D000223:Adaptation, Psychological; D001143:Arousal; D001288:Attention; D002675:Child, Preschool; D004644:Emotions; D005260:Female; D005783:Gender Identity; D006801:Humans; D007389:Internal-External Control; D008297:Male; D010552:Personality Assessment; D010553:Personality Development; D012919:Social Behavior; D012928:Social Desirability; D012931:Social Environment; D012951:Socialization