Psychological Development and Education ›› 2007, Vol. 23 ›› Issue (2): 6-13.

Previous Articles     Next Articles

The Relation between Young Children’s Emotion Competence and Peer Acceptance

PAN Miao-miao, SU Yan-jie   

  1. Department of Psychology, Peking University, Beijing 100871
  • Online:2007-04-15 Published:2007-04-15

Abstract: Eighty-three 4-year-old children from Kindergarten of Peking University were examined in order to explore developing relations between their emotion competence and their peer acceptance. Expression identification task and emotional perspective-taking task were used to assess children's understanding of emotion, and their regulation of emotion was surveyed by teacher-rated coping strategies questionnaire. At last, picture sociometric measurement was used to identify children's peer acceptance. In general, children's regulation strategies were related to emotional perspective-taking and peer acceptance. The correlation between emotional perspective-taking and peer acceptance was marginally significant but disappeared when age was partialled. The association of peer acceptance with emotion understanding and regulation strategies changed as a function of children's age. For older children, only aggressive strategy could predict peer acceptance. For younger children, aggressive strategy and constructive strategy predicted their peer acceptance respectively, and each of them mediated the association between emotional perspective-taking and peer acceptance independently.

Key words: emotion understanding, emotion regulation, peer acceptance, preschooler

CLC Number: 

  • B844.1
[1] 姚端维,陈英和,赵延芹.3~5岁儿童情绪能力的年龄特征、发展趋势和性别差异的研究.心理发展与教育,2004,20(2):12-16.
[2] Denham S A,Couchoud E A.Young preschoolers' understanding of emotions.Child Study Journal,1990,20(3):171-193.
[3] Denham S A,Couchoud E A.Young preschoolers' ability to identify emotions in equivocal situations.Child Study Journal,1990,20(3):153-169
[4] Brown J R,Dunn J.Continuities in emotion understanding from three to six years.Child Development,1996,67(3):789-802.
[5] 乔建中,饶虹.国外儿童情绪调节研究的现状.心理发展与教育,2000,16(2):49-52.
[6] 陆芳,陈国鹏.儿童情绪调节的发展研究.心理科学,2003,26(5):928-929.
[7] Eisenberg N,Sadovsky A,Spinrad T L.Associations of emotion related regulation with language skills,emotion knowledge,and academic outcomes.New Directions for Child and Adolescent Development,2005(109):103-118.
[8] Denham S A,McKinley M,Couchoud E A,Holt H.Emotional and behavioral predictors of preschool peer ratings.Child Development,1990,61(4):1145-1152.
[9] Denham S A,Blair K A,DeMulder E,et al.Preschool emotional competence:pathway to social competence? Child Development,2003,74(1):238-256.
[10] Slomkowski C,Dunn J.Young children's understanding of other people's beliefs and feelings and their connected communication with friends.Developmental Psychology,1996,32(3):442-447.
[11] Eisenberg N,Fabes R A,Bernzweig J,et al.The relations of emotionality and regulation to preschoolers'social skills and sociometric status.Child Development,1993,64(5):1418-1438.
[12] Eisenberg N,Fabes R A,Karbon M,et al.The relations of children's dispositional prosocial behavior to emotionality,regulation,and social functioning.Child Development,1996,67(3):974-992.
[13] Eisenberg N,Pidada S,Liew J.The relations of regulation and negative emotionality to Indonesian children's social functioning.Child Development,2001,72(6):1747-1763.
[14] Garner P W,Jones D C,Miner J M.Social competence among low-income preschoolers:Emotion socialization practices and social cognitive correlates.Child Development,1994,65(2):622-637.
[15] Villanueva L,Clementa R,Garcia F.Theory of mind and peer rejection at school.Social development,2000,9(3):271-283.
[16] 赵景欣,申继亮,张文新.幼儿情绪理解、亲社会行为与同伴接纳之间的关系.心理发展与教育,2006,22(1):1-8.
[17] Cassidy K W,Werner R S,Rourke M,Zubernis L S,Balaraman G.The relationship between psychological understanding and positive social behaviors.Social Development,2003,2(12):198-221.
[18] Arsenio W F,Cooperman S,Lover A.Affective predictors of preschoolers' aggression and peer acceptance:direct and indirect effects.Developmental Psychology,2000,36(4):438-448.
[19] 温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用.心理学报,2005,37(2):268-274.
[20] Thompson R A.Emotion regulation:A theme in search of definition.In N.A.(Ed) The development of emotion regulation:Biological and behavioral consideration.Monographs of the Society for Research in Child Development,1994,59(2-3):25-52.见 S.A.,Denham,K.A.,Blair,E.,DeMulder,J.,Levitas,K.,Sawyer,S.,Auerbach-Major,& P.,Queenan.Preschool emotional competence:pathway to social competence.? Child Development,2003,74(1):238-256.
[21] MacKinnon D P,Lockwood C M,Hoffman J M.A new method to test for mediation.Paper presented at the annual meeting of the Society for Prevention Research,Park City,UT.1998,June.见温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用.心理学报,2005,37(2):268-274.
[22] 张文新.儿童社会性发展.北京师范大学出版社,1999.p151.
[1] QIN Yao, PENG Yunshi. The Effect of Parenting Styles on Social Anxiety in Junior High School Students: The Chain Mediated Role of Rumination and Peer Acceptance [J]. Psychological Development and Education, 2024, 40(1): 103-113.
[2] YAN Zhiqiang, ZHOU Ke, ZENG Xiao, XU Hui, ZHU Xiaoqian, ZHANG Juan. The Relationship between Preschooler’s Executive Function and Aggressive Behavior: The Mediation Effect of Cognitive Empathy [J]. Psychological Development and Education, 2023, 39(6): 788-797.
[3] ZHANG Wenjie, FAN Zeng, LI Lei, LIU Yi, ZHONG Yiping. The Influence of Recipients' Conventional Rule and Resource Neediness on Sharing Behavior among Preschoolers at Age of 5~6 [J]. Psychological Development and Education, 2023, 39(4): 465-472.
[4] NIU Xiang, RAN Guangming. The Association between Peer Relationship and Preschoolers' Problem Behavior: A Three-level Meta-analysis [J]. Psychological Development and Education, 2023, 39(4): 473-487.
[5] ZHANG Pengcheng, LI Xi, HAN Wuyang, SHEN Yongjiang. The Effect of Lack of Sleep on Negative Emotion in Primary and Secondary School Students: A Chain Mediation Model [J]. Psychological Development and Education, 2023, 39(3): 402-409.
[6] LEI Xiaoling, ZHAO Dongmei, YANG Wenjiao, TIAN Xiaohong. The Relationship between Adolescents’ Family Function and Pro-social Behavior: A Moderated Mediation Model [J]. Psychological Development and Education, 2022, 38(6): 786-792.
[7] LIU Xiaojie, LI Yan. The Influence of Mother's Perception of Coparenting on Behavior Problems among Preschoolers: A Moderated Mediation Model [J]. Psychological Development and Education, 2022, 38(5): 626-634.
[8] WANG Yue, ZHANG Bao, ZHOU Hui. Mindful Awareness and Mental Health among Primary and Middle School Students: The Cross-time Mediating Effect of Emotion Regulation and Positive Appraisal [J]. Psychological Development and Education, 2022, 38(5): 692-702.
[9] SUN Juncai, SUN Yaru, ZHANG Wenhai. The Relationship between Interpersonal Emotion Regulation and Implicit/Explicit Positive Emotions: The Moderating Effects of Emotional Regulation Difficulties and the Mediating Effects of Expressive Suppression [J]. Psychological Development and Education, 2022, 38(2): 279-286.
[10] BAI Rong, YAN Rong, WANG Qian, LI Ye, XING Shufen. The Relationships between Executive Functions and Problem Behavior: Situational Specificity and Gender Differences [J]. Psychological Development and Education, 2022, 38(1): 35-44.
[11] LI Zhanxing, ZHU Liqi. Can It Be Owner? Young Children's Understanding of Ownership Agents [J]. Psychological Development and Education, 2021, 37(4): 465-471.
[12] ZHENG Chenye, HUANG Yan, WANG Jingmei, JIANG Cundui, LU Yingjun. The Effect of Face Clues on Real and Cartoon Face Memory of 4~6-year-olds [J]. Psychological Development and Education, 2021, 37(4): 472-480.
[13] WANG Jiale, ZHANG Hui, YANG Min. The Effect of Emotional Valence and Facial Type on Children's Inattentional Blindness [J]. Psychological Development and Education, 2021, 37(2): 153-158.
[14] LUO Shilan, ZHANG Dajun, LIU Yunyan. Family Socioeconomic Status and Preschoolers' Good Behavior Habits: Mediating Effects of Parenting Style and Preschoolers' Psychological Suzhi [J]. Psychological Development and Education, 2021, 37(1): 26-33.
[15] WANG Su, GAI Xiaosong. Development Trends and Gender Differences of Cool and Hot Self-regulation for Children Aged 3~4—A Longitudinal Study [J]. Psychological Development and Education, 2020, 36(6): 641-648.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!