Qashmer Amani F
Department of Educational Psychology, Faculty of Educational Sciences, The University of Jordan, Amman, Jordan.
Front Psychol. 2023 Sep 8;14:1180223. doi: 10.3389/fpsyg.2023.1180223. eCollection 2023.
Specific characteristics and competencies are required for maintaining peer relationships, and this study hypothesizes that emotion regulation is one of the competencies. The current study aimed to investigate the association between emotion regulation and peer relationships in 4-6-year-old children, and examine the sex differences among them. This study examined sex differences in peer relationships and the emotion regulation ability of children aged 4-6 years. The study sample comprised 300 children aged 4-6 years [170 girls (56.7%) and 130 boys (43.3%)] studying in kindergarten and first grade in Jordan. As part of data collection, questionnaires were distributed to teachers. The Emotion Regulation Scale (ERC) was used to measure emotion regulation, and the Social Competence and Behavior Evaluation (SCBE) scale, a subscale of the SCBE, was utilized to assess peer relationships. The results revealed a positive relationship between emotion regulation and positive poles of peer relationships (integrated, calm, and pro-social) and a significant negative relationship between emotional lability/negativity and positive poles of peer relationships. These results can be used to design intervention programs to reduce aggressive behavior in children.
维持同伴关系需要特定的特征和能力，本研究假设情绪调节是其中一种能力。本研究旨在调查4至6岁儿童情绪调节与同伴关系之间的关联，并考察其中的性别差异。本研究考察了4至6岁儿童在同伴关系和情绪调节能力方面的性别差异。研究样本包括300名4至6岁的儿童[170名女孩（56.7%）和130名男孩（43.3%）]，他们在约旦的幼儿园和一年级就读。作为数据收集的一部分，向教师发放了问卷。情绪调节量表（ERC）用于测量情绪调节，社会能力与行为评估（SCBE）量表（SCBE的一个子量表）用于评估同伴关系。结果显示情绪调节与同伴关系的积极方面（融洽、平静和亲社会）之间存在正相关，情绪易变性/消极性与同伴关系的积极方面之间存在显著负相关。这些结果可用于设计干预项目，以减少儿童的攻击性行为。
