The purpose of the present study was to examine the relations of children’s emotion knowledge (and its components) and socially appropriate behavior to peer likability in a sample of Italian preschool children at two time-points. At both Time 1 (T1; n 1⁄4 46 boys, 42 girls) and a year later at Time 2 (T2; n 1⁄4 26 boys, 22 girls), children’s emotion knowledge (i.e., emotion recognition, situation knowledge) was assessed, teachers evaluated children’s socially appropriate behavior, and peer likability was measured using a sociometric procedure. A two-wave autoregressive cross-lagged model indicated that children’s T1 emotion recognition was associated with higher T2 socially appropriate behavior, and children’s T1 socially appropriate behavior was related to higher T2 peer likability, even after controlling for stability in the constructs. Socially appropriate behavior mediated the relation between preschool children’s emotion recognition and peer likability. No bidirectional associations were found. The results support the notion that teacher training should focus on promoting children’s emotion knowledge to create a classroom atmosphere characterized by positive social behaviors and harmonious peer relationships across the preschool years.

The relations of preschool children’s emotion knowledge and socially appropriate behaviors to peer likability / Sette, Stefania; Spinrad, Tracy; Baumgartner, Emma. - In: INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT. - ISSN 0165-0254. - STAMPA. - 41:4(2017), pp. 532-541. [10.1177/0165025416645667]

The relations of preschool children’s emotion knowledge and socially appropriate behaviors to peer likability

SETTE, STEFANIA
Primo
;
BAUMGARTNER, Emma
2017

Abstract

The purpose of the present study was to examine the relations of children’s emotion knowledge (and its components) and socially appropriate behavior to peer likability in a sample of Italian preschool children at two time-points. At both Time 1 (T1; n 1⁄4 46 boys, 42 girls) and a year later at Time 2 (T2; n 1⁄4 26 boys, 22 girls), children’s emotion knowledge (i.e., emotion recognition, situation knowledge) was assessed, teachers evaluated children’s socially appropriate behavior, and peer likability was measured using a sociometric procedure. A two-wave autoregressive cross-lagged model indicated that children’s T1 emotion recognition was associated with higher T2 socially appropriate behavior, and children’s T1 socially appropriate behavior was related to higher T2 peer likability, even after controlling for stability in the constructs. Socially appropriate behavior mediated the relation between preschool children’s emotion recognition and peer likability. No bidirectional associations were found. The results support the notion that teacher training should focus on promoting children’s emotion knowledge to create a classroom atmosphere characterized by positive social behaviors and harmonious peer relationships across the preschool years.
2017
emotion knowledge; socially appropriate behaviors; peer likability
01 Pubblicazione su rivista::01a Articolo in rivista
The relations of preschool children’s emotion knowledge and socially appropriate behaviors to peer likability / Sette, Stefania; Spinrad, Tracy; Baumgartner, Emma. - In: INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT. - ISSN 0165-0254. - STAMPA. - 41:4(2017), pp. 532-541. [10.1177/0165025416645667]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/869771
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