Eisenberg N, Fabes R A, Bernzweig J, Karbon M, Poulin R, Hanish L
Department of Psychology, Arizona State University, Tempe 85287-1104.
Child Dev. 1993 Oct;64(5):1418-38.
The purpose of this study was to examine the relations of emotionality (intensity and negative emotion) and regulation (coping and attentional regulation) to preschoolers' social skills (as rated by adults) and sociometric status. Teachers' ratings of children's constructive coping and attentional control were positively related to boys' social skills and peer status, whereas negative affect was negatively related. Acting out (vs. avoidant) coping and emotional intensity were negatively related to girls' and boys' social skills and boys' peer status. In addition, mothers' reports of boys' coping by seeking social support and low emotional intensity were associated with boys' positive social functioning, whereas avoidant coping was positively related to girls' rated social skills. The results are discussed in relation to research on emotion regulation and coping with emotion in interpersonal contexts.
本研究的目的是考察情绪性（强度和负面情绪）与调节（应对和注意力调节）与学龄前儿童社交技能（由成人评定）和社会测量地位之间的关系。教师对儿童建设性应对和注意力控制的评定与男孩的社交技能和同伴地位呈正相关，而负面影响呈负相关。外化（而非回避）应对和情绪强度与女孩和男孩的社交技能以及男孩的同伴地位呈负相关。此外，母亲报告男孩通过寻求社会支持和低情绪强度进行应对与男孩积极的社会功能相关，而回避应对与女孩评定的社交技能呈正相关。研究结果结合人际情境中情绪调节和情绪应对的研究进行了讨论。
