title: Preschoolers' emotion knowledge: self-regulatory foundations, and predictions of early school success.
abstract: Preschoolers (N=322 in preschool, 100 in kindergarten) were assessed longitudinally to examine the self-regulatory roots of emotion knowledge (labelling and situation) and the contributions of emotion knowledge to early school adjustment (i.e., including social, motivational, and behavioural indices), as well as moderation by age, gender, and risk. Age, gender, and risk differences in emotion knowledge were also examined. Emotion knowledge skills were found to be more advanced in older children and those not at economic risk, and in those with higher levels of self-regulation. Overall, the results support the role of emotion knowledge in early school adjustment and academic success even with gender, age, and risk covaried, especially for boys, older preschoolers, and those at economic risk.
authors.affiliation: Psychology Department, George Mason University, Fairfax, VA 22030-4444, USA. sdenham@gmu.edu
authors.forename: Susanne Ayers
authors.initials: SA
authors.lastname: Denham
authors.forename: Hideko Hamada
authors.initials: HH
authors.lastname: Bassett
authors.forename: Erin
authors.initials: E
authors.lastname: Way
authors.forename: Melissa
authors.initials: M
authors.lastname: Mincic
authors.forename: Katherine
authors.initials: K
authors.lastname: Zinsser
authors.forename: Kelly
authors.initials: K
authors.lastname: Graling
mesh_terms: D000367:Age Factors; D002657:Child Development; D002675:Child, Preschool; D004522:Educational Status; D004644:Emotions; D005260:Female; D006801:Humans; D007182:Income; D019359:Knowledge; D008297:Male; D012727:Sex Characteristics; D012927:Social Control, Informal