title: [Knowledge of emotion-regulation strategies in preschool children from German and immigrant families].
abstract: OBJECTIVE
  The present study investigated whether children with and without migration background differed in their assessment of the effectiveness of presented behavioral and mental strategies, and in the generation of effective behavioral and mental emotion-regulation strategies (knowledge of emotion regulation strategies).
  
  
  METHODS
  A sample of N = 210 children (age 36-72 months) with and without migration background was compared in their knowledge of emotion-regulation strategies.
  
  
  RESULTS
  RESULTS show that the age has the greatest influence on the knowledge of emotion-regulation strategies in preschoolers. After statistical controlling for language skills, we show that immigrant background explained a significant part of the variance of effective presented by behavioral strategies. The effect of migration background on other strategies, however, is not significant.
  
  
  CONCLUSIONS
  These findings suggest that other factors besides migration background plays a role in the development of parts of knowledge of emotion-regulation strategies.
authors.affiliation: Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen.
authors.forename: Nicole
authors.initials: N
authors.lastname: Gust
authors.affiliation: Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen.
authors.forename: Franz
authors.initials: F
authors.lastname: Petermann
authors.affiliation: Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen.
authors.forename: Ute
authors.initials: U
authors.lastname: Koglin
mesh_terms: D000069:Acculturation; D000367:Age Factors; D002675:Child, Preschool; D054242:Emigrants and Immigrants / Q000523:psychology*; D056348:Emotional Intelligence; D005260:Female; D005858:Germany; D006801:Humans; D007389:Internal-External Control; D008297:Male; D019303:Multilingualism
keywords: Emotionsregulationsstrategien; Migrationshintergrund; Sprachentwicklungsstand; Vorschulkinder; emotion-regulation strategies; immigrant background; language skills; preschool children