The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal
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.
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Masten, A. S., & Coatsworth, J. D. (1998) · American Psychologist · doi:10.1037/0003-066x.53.2.205 · Cited by 2,438
Rogosch, F. A., Cicchetti, D., & Aber, J. L. (1995) · Development and Psychopathology · doi:10.1017/s0954579400006738 · Cited by 254
Lochman, J. E., Coie, J. D., Underwood, M. K., & Terry, R. (1993) · Journal of Consulting and Clinical Psychology · doi:10.1037/0022-006x.61.6.1053 · Cited by 246
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Social-emotional competence as support for school readiness: What is it and how do we assess it?
Denham, S. A. (2006) · Early Education & Development · doi:10.1207/s15566935eed1701_4 · Cited by 879
Emotion regulation in children and adolescents.
ZEMAN, J., CASSANO, M., PERRY-PARRISH, C., & STEGALL, S. (2006) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/00004703-200604000-00014 · Cited by 810
Touch your toes! Developing a direct measure of behavioral regulation in early childhood.
Cameron Ponitz, C. E., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2007.01.004 · Cited by 635
Media effects: theory and research
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Metadata
- Authors
- SCHULTZ, D., IZARD, C. E., ACKERMAN, B. P., & YOUNGSTROM, E. A.
- Venue
- Development and Psychopathology
- Publisher
- Cambridge University Press (CUP)
- Published
- 2001-03
- Volume
- 13
- Issue
- 1
- Pages
- 53-67
- ISSN
- 0954-5794 (ISSN-L)
- 1469-2198
- OpenAlex
- W2103013808
- Cited by
- 266
- References
- 3
- FWCI
- 7.26
- Type
- journal article
- Language
- en
- Open access
- closed
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- SCHULTZ, D., IZARD, C. E., ACKERMAN, B. P., & YOUNGSTROM, E. A. (2001). Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal. Development and Psychopathology. https://doi.org/10.1017/s0954579401001043
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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