• 文献检索
  • 文档翻译
  • 深度研究
  • 学术资讯
  • Suppr Zotero 插件Zotero 插件
  • 邀请有礼
  • 套餐&价格
  • 历史记录
应用&插件
Suppr Zotero 插件Zotero 插件浏览器插件Mac 客户端Windows 客户端微信小程序
定价
高级版会员购买积分包购买API积分包
服务
文献检索文档翻译深度研究API 文档MCP 服务
关于我们
关于 Suppr公司介绍联系我们用户协议隐私条款
关注我们

Suppr 超能文献

核心技术专利：CN118964589B侵权必究
粤ICP备2023148730 号-1Suppr @ 2026

文献检索

告别复杂PubMed语法，用中文像聊天一样搜索，搜遍4000万医学文献。AI智能推荐，让科研检索更轻松。

立即免费搜索

文件翻译

保留排版，准确专业，支持PDF/Word/PPT等文件格式，支持 12+语言互译。

免费翻译文档

深度研究

AI帮你快速写综述，25分钟生成高质量综述，智能提取关键信息，辅助科研写作。

立即免费体验

与情绪相关的调节与语言技能、情绪知识及学业成绩之间的关联。

Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes.

作者信息

Eisenberg Nancy, Sadovsky Adrienne, Spinrad Tracy L

机构信息

Arizona State University, USA.

出版信息

New Dir Child Adolesc Dev. 2005 Fall(109):109-18. doi: 10.1002/cd.143.

DOI:10.1002/cd.143
PMID:16342899
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1361289/
Abstract

Research suggests that the development of emotional regulation in early childhood is interrelated with emotional understanding and language skills. Heuristic models are proposed on how these factors influence children’s emerging academic motivation and skills.

摘要

研究表明，幼儿期情绪调节的发展与情绪理解和语言技能相互关联。针对这些因素如何影响儿童新出现的学业动机和技能，提出了启发式模型。

相似文献

1
Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes.与情绪相关的调节与语言技能、情绪知识及学业成绩之间的关联。
New Dir Child Adolesc Dev. 2005 Fall(109):109-18. doi: 10.1002/cd.143.
2
School readiness of maltreated preschoolers and later school achievement: The role of emotion regulation, language, and context.受虐幼儿的入学准备和后期学业成就：情绪调节、语言和环境的作用。
Child Abuse Negl. 2018 Jan;75:82-91. doi: 10.1016/j.chiabu.2017.06.004. Epub 2017 Jun 7.
3
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.预测生活在历史上投资不足社区的有色人种儿童的早期情绪知识发展：考虑儿童的学前能力、自我调节、同伴关系和父母教育。
Cogn Emot. 2019 Dec;33(8):1562-1576. doi: 10.1080/02699931.2019.1587388. Epub 2019 Mar 5.
4
Academic self-efficacy in study-related skills and behaviours: relations with learning-related emotions and academic success.学习相关技能和行为的学业自我效能感：与学习相关的情绪和学业成功的关系。
Br J Educ Psychol. 2013 Dec;83(Pt 4):633-50. doi: 10.1111/j.2044-8279.2012.02084.x. Epub 2012 Sep 27.
5
Measuring the impact of teaching approaches on achievement-related emotions: The use of the Achievement Emotions Questionnaire.测量教学方法对与成就相关的情绪的影响：使用成就情绪问卷。
Br J Educ Psychol. 2018 Sep;88(3):446-464. doi: 10.1111/bjep.12193. Epub 2017 Sep 25.
6
Emotional expressivity and emotion regulation: Relation to academic functioning among elementary school children.情绪表达与情绪调节：与小学生学业表现的关系。
Sch Psychol Q. 2017 Mar;32(1):75-88. doi: 10.1037/spq0000166. Epub 2016 Jun 16.
7
Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach.成就相关情绪的概念在跨文化中是否具有普遍性？语义分析方法。
Cogn Emot. 2020 Nov;34(7):1480-1488. doi: 10.1080/02699931.2020.1748577. Epub 2020 Apr 7.
8
The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD.语言和认知因素在 ASD、ADHD 或 DLD 儿童情绪识别困难中的作用。
Int J Lang Commun Disord. 2020 Mar;55(2):231-242. doi: 10.1111/1460-6984.12514. Epub 2019 Dec 3.
9
Native-born German and immigrant children's development of emotion knowledge: A latent growth curve analysis.德国本土出生儿童和移民儿童的情绪知识发展：一项潜在增长曲线分析。
Br J Dev Psychol. 2019 Mar;37(1):112-129. doi: 10.1111/bjdp.12262. Epub 2018 Aug 1.
10
"It's ok that I feel like this": a qualitative study of adolescents' and parents' experiences of facilitators, mechanisms of change and outcomes in a joint emotion regulation group skills training.“我有这种感觉没关系”：一项定性研究青少年和家长在联合情绪调节小组技能训练中促进因素、变化机制和结果的体验。
BMC Psychiatry. 2023 Aug 15;23(1):591. doi: 10.1186/s12888-023-05080-5.

引用本文的文献

1
The Joint Development of Self-Regulation and Expressive Language in Preschool Classrooms: Preliminary Evidence from a Low-Income Sample.学前课堂中自我调节与表达性语言的共同发展：来自低收入样本的初步证据。
J Appl Dev Psychol. 2025 Mar-Apr;97. doi: 10.1016/j.appdev.2025.101763. Epub 2025 Feb 13.
2
The development of specific emotion comprehension components in 1285 preschool children.1285名学龄前儿童特定情绪理解成分的发展
Sci Rep. 2025 Mar 12;15(1):8562. doi: 10.1038/s41598-025-90613-z.
3
The role of sleep disturbances in associations between early life adversity and subsequent brain and language development during childhood.睡眠障碍在童年早期生活逆境与随后的大脑和语言发育之间的关联中的作用。
Front Sleep. 2024;3. doi: 10.3389/frsle.2024.1405398. Epub 2024 Dec 3.
4
Screens and scars: SEM analysis of the relationship between childhood trauma, emotion regulation, and social media addiction.筛查与创伤痕迹：童年创伤、情绪调节与社交媒体成瘾之间关系的扫描电子显微镜分析
Front Psychol. 2025 Jan 24;16:1502968. doi: 10.3389/fpsyg.2025.1502968. eCollection 2025.
5
Children's executive functions predict their preferences for emotion regulation strategies.儿童的执行功能可预测他们对情绪调节策略的偏好。
Cogn Emot. 2024 Dec 6:1-17. doi: 10.1080/02699931.2024.2438078.
6
Emotion dysregulation in autism: Severity and correlates in early childhood.自闭症中的情绪调节障碍：幼儿期的严重程度及相关因素
Autism Res. 2024 Dec;17(12):2662-2675. doi: 10.1002/aur.3264. Epub 2024 Nov 8.
7
The Emergence of Organized Emotion Dynamics in Childhood.儿童期有组织的情绪动态的出现。
Affect Sci. 2024 Jul 31;5(3):246-258. doi: 10.1007/s42761-024-00248-y. eCollection 2024 Sep.
8
Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years.创新情感训练对3至6岁学龄前和幼儿园儿童的影响
Children (Basel). 2023 Nov 17;10(11):1825. doi: 10.3390/children10111825.
9
Caregiver speech predicts the emergence of children's emotion vocabulary.照料者言语可预测儿童情绪词汇的出现。
Child Dev. 2023 May;94(3):585-602. doi: 10.1111/cdev.13897. Epub 2023 Feb 28.
10
How does inhibitory control predict emotion regulation in preschool? The role of individual children's interactions with teachers and peers.抑制控制如何预测学前儿童的情绪调节？个体儿童与教师和同伴互动的作用。
Dev Psychol. 2022 Nov;58(11):2049-2063. doi: 10.1037/dev0001415. Epub 2022 Sep 1.

本文引用的文献

1
Emotion Regulation in Children With Specific Language Impairment.特定语言障碍儿童的情绪调节
Lang Speech Hear Serv Sch. 2002 Apr 1;33(2):102-111. doi: 10.1044/0161-1461(2002/008).
2
Preschoolers' effortful control and negative emotionality, immediate reactions to disappointment, and quality of social functioning.学龄前儿童的努力控制、消极情绪、对失望的即时反应以及社会功能质量。
J Exp Child Psychol. 2004 Dec;89(4):298-319. doi: 10.1016/j.jecp.2004.06.004.
3
Probing the adaptive significance of children's behavior and relationships in the school context: a child by environment perspective.探究儿童在学校环境中的行为和人际关系的适应性意义：一种儿童与环境的视角。
Adv Child Dev Behav. 2003;31:43-104. doi: 10.1016/s0065-2407(03)31002-x.
4
First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families.一年级情绪知识作为经济弱势家庭儿童五年级自我报告内化行为的预测指标。
Dev Psychopathol. 2003 Spring;15(2):331-42. doi: 10.1017/s095457940300018x.
5
Continuity and change in levels of externalizing behavior in school of children from economically disadvantaged families.经济弱势家庭儿童在学校外化行为水平的连续性与变化
Child Dev. 2003 May-Jun;74(3):694-709. doi: 10.1111/1467-8624.00563.
6
Do children's attention processes mediate the link between family predictors and school readiness?儿童的注意力过程是否介导了家庭预测因素与入学准备之间的联系？
Dev Psychol. 2003 May;39(3):581-93. doi: 10.1037/0012-1649.39.3.581.
7
Modeling emotional, cognitive, and behavioral predictors of peer acceptance.对同伴接纳的情绪、认知和行为预测因素进行建模。
Child Dev. 2002 Nov-Dec;73(6):1775-87. doi: 10.1111/1467-8624.00505.
8
Individual differences in children's understanding of emotion: the roles of attachment and language.儿童情绪理解中的个体差异：依恋与语言的作用。
Attach Hum Dev. 2002 Apr;4(1):39-54. doi: 10.1080/14616730210123139.
9
School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.入学准备。在儿童入学时功能的神经生物学概念化中整合认知与情感。
Am Psychol. 2002 Feb;57(2):111-27. doi: 10.1037//0003-066x.57.2.111.
10
Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment?关系风险和保护因素是否会调节童年期攻击行为与早期心理和学校适应之间的联系？
Child Dev. 2001 Sep-Oct;72(5):1579-601. doi: 10.1111/1467-8624.00366.