Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal
We examined the relations of verbal ability and self-regulation in preschool to emotion knowledge in first grade, and concurrent relations between emotion knowledge and indexes of social functioning in 143 children from low-income families. After controlling for children's verbal ability in pre...
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| Veröffentlicht in: | Development and psychopathology 2001-03, Vol.13 (1), p.53-67 |
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| container_title | Development and psychopathology |
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| creator | SCHULTZ, DAVID IZARD, CARROLL E. ACKERMAN, BRIAN P. YOUNGSTROM, ERIC A. |
| description | We examined the relations of verbal ability and self-regulation in preschool to emotion
knowledge in first grade, and concurrent relations between emotion knowledge and indexes of
social functioning in 143 children from low-income families. After controlling for children's
verbal ability in preschool, teacher reports of attentional control and caregiver reports of
behavioral control in preschool predicted children's emotion expression knowledge and
emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and
behavioral control, children's emotion knowledge predicted concurrent teacher-reported
social problems and social withdrawal. Results suggest that low levels of emotion knowledge
co-occur with many important aspects of children's early social adaptation. |
| doi_str_mv | 10.1017/S0954579401001043 |
| format | Article |
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knowledge in first grade, and concurrent relations between emotion knowledge and indexes of
social functioning in 143 children from low-income families. After controlling for children's
verbal ability in preschool, teacher reports of attentional control and caregiver reports of
behavioral control in preschool predicted children's emotion expression knowledge and
emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and
behavioral control, children's emotion knowledge predicted concurrent teacher-reported
social problems and social withdrawal. Results suggest that low levels of emotion knowledge
co-occur with many important aspects of children's early social adaptation.</description><identifier>ISSN: 0954-5794</identifier><identifier>EISSN: 1469-2198</identifier><identifier>DOI: 10.1017/S0954579401001043</identifier><identifier>PMID: 11346052</identifier><language>eng</language><publisher>United States: Cambridge University Press</publisher><subject>Adaptation, Psychological ; Affect ; Attention ; Babies ; Behavior ; Child ; Child Behavior Disorders - psychology ; Child, Preschool ; Cognition ; Cognitive ability ; Emotions ; Female ; Humans ; Knowledge ; Language Tests ; Male ; Psychopathology ; Severity of Illness Index ; Social Adjustment ; Social Alienation - psychology ; Social Behavior Disorders - diagnosis ; Social Control, Informal ; Socioeconomic Factors ; Speech ; Verbal Behavior</subject><ispartof>Development and psychopathology, 2001-03, Vol.13 (1), p.53-67</ispartof><rights>2001 Cambridge University Press</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c368t-f93dabffa5213617b67e0c0547c033b401a53dd53b1d191f9cead2279b2308363</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.cambridge.org/core/product/identifier/S0954579401001043/type/journal_article$$EHTML$$P50$$Gcambridge$$H</linktohtml><link.rule.ids>164,314,777,781,27905,27906,55609</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/11346052$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>SCHULTZ, DAVID</creatorcontrib><creatorcontrib>IZARD, CARROLL E.</creatorcontrib><creatorcontrib>ACKERMAN, BRIAN P.</creatorcontrib><creatorcontrib>YOUNGSTROM, ERIC A.</creatorcontrib><title>Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal</title><title>Development and psychopathology</title><addtitle>Dev Psychopathol</addtitle><description>We examined the relations of verbal ability and self-regulation in preschool to emotion
knowledge in first grade, and concurrent relations between emotion knowledge and indexes of
social functioning in 143 children from low-income families. After controlling for children's
verbal ability in preschool, teacher reports of attentional control and caregiver reports of
behavioral control in preschool predicted children's emotion expression knowledge and
emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and
behavioral control, children's emotion knowledge predicted concurrent teacher-reported
social problems and social withdrawal. Results suggest that low levels of emotion knowledge
co-occur with many important aspects of children's early social adaptation.</description><subject>Adaptation, Psychological</subject><subject>Affect</subject><subject>Attention</subject><subject>Babies</subject><subject>Behavior</subject><subject>Child</subject><subject>Child Behavior Disorders - psychology</subject><subject>Child, Preschool</subject><subject>Cognition</subject><subject>Cognitive ability</subject><subject>Emotions</subject><subject>Female</subject><subject>Humans</subject><subject>Knowledge</subject><subject>Language Tests</subject><subject>Male</subject><subject>Psychopathology</subject><subject>Severity of Illness Index</subject><subject>Social Adjustment</subject><subject>Social Alienation - psychology</subject><subject>Social Behavior Disorders - diagnosis</subject><subject>Social Control, Informal</subject><subject>Socioeconomic Factors</subject><subject>Speech</subject><subject>Verbal Behavior</subject><issn>0954-5794</issn><issn>1469-2198</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2001</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp1kdFqHCEUhqU0NJu0D9CbIr3o3bSecZxZe1dC2hQCvUhyPTh63Jg6mqrTZR-hbx2XXQi0FASF_zuf4k_IW2AfgcHw6YZJ0YlBdgxYXR1_QVbQ9bJpQa5fktU-bvb5KTnL-YExJngnXpFTAN71TLQr8udyjsXFQH-GuPVoNkhdoKhjiLPTyvsdNS4r81uFojZoqL533iQMn-kNetsk3CxelZh2tBKo0WAouZ4NTViDqs60RJqjdspXl7VOL744PEBbV-5NUlvlX5MTq3zGN8f9nNx9vby9uGquf3z7fvHlutG8X5fGSm7UZK0SLfAehqkfkGkmukEzzqf6FUpwYwSfwIAEKzUq07aDnFrO1rzn5-TDwfuY4q8FcxlnlzV6rwLGJY_DnhISKvj-L_AhLinUt40tg15yOXQVggOkU8w5oR0fk5tV2o3Axn1J4z8l1Zl3R_EyzWieJ46tVIAfpWqekqulPF_9f-0TCHKeKg</recordid><startdate>20010301</startdate><enddate>20010301</enddate><creator>SCHULTZ, DAVID</creator><creator>IZARD, CARROLL E.</creator><creator>ACKERMAN, BRIAN P.</creator><creator>YOUNGSTROM, ERIC A.</creator><general>Cambridge University Press</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7TK</scope><scope>K7.</scope><scope>K9.</scope><scope>7X8</scope></search><sort><creationdate>20010301</creationdate><title>Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal</title><author>SCHULTZ, DAVID ; IZARD, CARROLL E. ; ACKERMAN, BRIAN P. ; YOUNGSTROM, ERIC A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c368t-f93dabffa5213617b67e0c0547c033b401a53dd53b1d191f9cead2279b2308363</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2001</creationdate><topic>Adaptation, Psychological</topic><topic>Affect</topic><topic>Attention</topic><topic>Babies</topic><topic>Behavior</topic><topic>Child</topic><topic>Child Behavior Disorders - psychology</topic><topic>Child, Preschool</topic><topic>Cognition</topic><topic>Cognitive ability</topic><topic>Emotions</topic><topic>Female</topic><topic>Humans</topic><topic>Knowledge</topic><topic>Language Tests</topic><topic>Male</topic><topic>Psychopathology</topic><topic>Severity of Illness Index</topic><topic>Social Adjustment</topic><topic>Social Alienation - psychology</topic><topic>Social Behavior Disorders - diagnosis</topic><topic>Social Control, Informal</topic><topic>Socioeconomic Factors</topic><topic>Speech</topic><topic>Verbal Behavior</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>SCHULTZ, DAVID</creatorcontrib><creatorcontrib>IZARD, CARROLL E.</creatorcontrib><creatorcontrib>ACKERMAN, BRIAN P.</creatorcontrib><creatorcontrib>YOUNGSTROM, ERIC A.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Neurosciences Abstracts</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>Development and psychopathology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>SCHULTZ, DAVID</au><au>IZARD, CARROLL E.</au><au>ACKERMAN, BRIAN P.</au><au>YOUNGSTROM, ERIC A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal</atitle><jtitle>Development and psychopathology</jtitle><addtitle>Dev Psychopathol</addtitle><date>2001-03-01</date><risdate>2001</risdate><volume>13</volume><issue>1</issue><spage>53</spage><epage>67</epage><pages>53-67</pages><issn>0954-5794</issn><eissn>1469-2198</eissn><abstract>We examined the relations of verbal ability and self-regulation in preschool to emotion
knowledge in first grade, and concurrent relations between emotion knowledge and indexes of
social functioning in 143 children from low-income families. After controlling for children's
verbal ability in preschool, teacher reports of attentional control and caregiver reports of
behavioral control in preschool predicted children's emotion expression knowledge and
emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and
behavioral control, children's emotion knowledge predicted concurrent teacher-reported
social problems and social withdrawal. Results suggest that low levels of emotion knowledge
co-occur with many important aspects of children's early social adaptation.</abstract><cop>United States</cop><pub>Cambridge University Press</pub><pmid>11346052</pmid><doi>10.1017/S0954579401001043</doi><tpages>15</tpages></addata></record> |
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| source | MEDLINE; Cambridge University Press Journals Complete |
| subjects | Adaptation, Psychological Affect Attention Babies Behavior Child Child Behavior Disorders - psychology Child, Preschool Cognition Cognitive ability Emotions Female Humans Knowledge Language Tests Male Psychopathology Severity of Illness Index Social Adjustment Social Alienation - psychology Social Behavior Disorders - diagnosis Social Control, Informal Socioeconomic Factors Speech Verbal Behavior |
| title | Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal |
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