Predicting early emotion knowledge development among children of colour living in historically disinvested neighbourhoods: consideration of child pre-academic abilities, self-regulation, peer relations and parental education.
Emotion knowledge
early childhood
peer relations
pre-academic abilities
self-regulation
Journal
Cognition & emotion
ISSN: 1464-0600
Titre abrégé: Cogn Emot
Pays: England
ID NLM: 8710375
Informations de publication
Date de publication:
12 2019
12 2019
Historique:
pubmed:
6
3
2019
medline:
25
8
2020
entrez:
6
3
2019
Statut:
ppublish
Résumé
Emotion knowledge, the ability to accurately perceive and label emotions, predicts higher quality peer relations, higher social competence, higher academic achievement, and fewer behaviour problems. Less is known, however, about predictors of early development of emotion knowledge. This study examines emotion knowledge development among children attending pre-Kindergarten and Kindergarten programmes in high-poverty urban schools. The study considers child pre-academic abilities, self-regulation, peer relations and parental education as predictors of emotion knowledge development over two years. The sample (
Identifiants
pubmed: 30835626
doi: 10.1080/02699931.2019.1587388
pmc: PMC6728230
mid: NIHMS1523266
doi:
Types de publication
Journal Article
Research Support, N.I.H., Extramural
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
1562-1576Subventions
Organisme : NHLBI NIH HHS
ID : K01 HL138114
Pays : United States
Organisme : NIMH NIH HHS
ID : R01 MH077331
Pays : United States
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