title: Preschool emotional competence: pathway to social competence?
abstract: Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also explored. Emotional competence assessed at 3 to 4 years of age contributed to both concurrent and kindergarten social competence. Even early in the preschool period, contributions of emotional competence to social competence have long-term implications.
authors.affiliation: Department of Psychology, George Mason University, Fairfax, VA 22030-4444, USA. sdenham@gmu.edu
authors.forename: Susanne A
authors.initials: SA
authors.lastname: Denham
authors.forename: Kimberly A
authors.initials: KA
authors.lastname: Blair
authors.forename: Elizabeth
authors.initials: E
authors.lastname: DeMulder
authors.forename: Jennifer
authors.initials: J
authors.lastname: Levitas
authors.forename: Katherine
authors.initials: K
authors.lastname: Sawyer
authors.forename: Sharon
authors.initials: S
authors.lastname: Auerbach-Major
authors.forename: Patrick
authors.initials: P
authors.lastname: Queenan
mesh_terms: D000339:Affect; D002675:Child, Preschool; D003071:Cognition; D005260:Female; D006801:Humans; D008297:Male; D012919:Social Behavior; D012938:Social Perception; D011795:Surveys and Questionnaires