Heinze Justin E, Miller Alison L, Seifer Ronald, Locke Robin
School of Public Health, University of Michigan, Ann Arbor, MI.
School of Public Health, University of Michigan, Ann Arbor, MI ; Center for Human Growth and Development, University of Michigan, Ann Arbor, MI.
Soc Dev. 2015 May;24(2):240-265. doi: 10.1111/sode.12083.
Children with poor emotion knowledge (EK) skills are at risk for externalizing problems; less is known about early internalizing behavior. We examined multiple facets of EK and social-emotional experiences relevant for internalizing difficulties, including loneliness, victimization, and peer rejection, in Head Start preschoolers ( = 134; = 60 months). Results based on multiple informants suggest that facets of EK are differentially related to negative social-emotional experiences and internalizing behavior and that sex plays a moderating role. Behavioral EK was associated with self-reported loneliness, victimization/rejection, and parent-reported internalizing symptoms. Emotion recognition and expressive emotion knowledge were related to self-reported loneliness, and emotion situation knowledge was related to parent-reported internalizing symptoms and negative peer nominations. Sex moderated many of these associations, suggesting that EK may operate differently for girls versus boys in the preschool social context. Results are discussed with regard to the role of EK for social development and intervention implications.
情绪知识（EK）技能较差的儿童存在外化问题的风险；而对于早期内化行为，我们了解得较少。我们考察了与内化困难相关的EK和社会情感体验的多个方面，包括孤独感、受欺负情况和同伴排斥，研究对象为开端计划学前儿童（n = 134；M = 60个月）。基于多个信息提供者的结果表明，EK的各个方面与负面社会情感体验和内化行为的关系各不相同，并且性别起到了调节作用。行为EK与自我报告的孤独感、受欺负/被排斥情况以及家长报告的内化症状相关。情绪识别和表达性情绪知识与自我报告的孤独感相关，而情绪情境知识与家长报告的内化症状和负面同伴提名相关。性别调节了其中许多关联，这表明在学前社会环境中，EK对女孩和男孩的作用可能有所不同。我们讨论了这些结果与EK在社会发展中的作用以及干预意义。
