Lindsey Eric W
a Penn State University Berks Campus , Reading , Pennsylvania , USA.
J Genet Psychol. 2019 Jan-Feb;180(1):45-61. doi: 10.1080/00221325.2019.1579168. Epub 2019 Mar 26.
Children's emotional expressiveness with peers was examined as a predictor of social competence. Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a period of two years. Observations of children's peer interactions in Year 1 were coded for frequency and intensity of happiness, anger, sadness, and fear. Sociometric interviews and teacher ratings provided assessments of children's peer competence in both Years 1 and 2. Frequent expression of happiness in Year 1 predicted higher social competence scores in Year 2, whereas frequent anger in Year 1 predicted lower peer competence Year 2. More intense anger and sadness in Year 1 predicted lower peer social competence scores in Year 2. Frequency and intensity of emotional expressiveness in Year 1 accounted for unique variance in peer competence in Year 2.
儿童与同伴之间的情感表达被作为社交能力的一个预测指标进行了研究。在两年的时间里，从122名学龄前儿童（57名男孩，65名女孩；86名欧裔美国人，9名非裔美国人，17名西班牙裔，以及10名其他族裔）中收集了数据。对第一年儿童同伴互动中的快乐、愤怒、悲伤和恐惧的频率和强度进行了编码。社会测量访谈和教师评分提供了对儿童在第一年和第二年同伴能力的评估。第一年频繁表达快乐预示着第二年有更高的社交能力得分，而第一年频繁愤怒则预示着第二年同伴能力较低。第一年更强烈的愤怒和悲伤预示着第二年同伴社交能力得分较低。第一年情感表达的频率和强度解释了第二年同伴能力中的独特差异。
