Eisenberg N, Fabes R A, Shepard S A, Murphy B C, Guthrie I K, Jones S, Friedman J, Poulin R, Maszk P
Department of Psychology, Arizona State University, Tempe 85287-1104, USA.
Child Dev. 1997 Aug;68(4):642-64.
Relations of regulation and emotionality to social functioning were examined for 77 children followed from early to middle school age. Parents and teachers reported on children's social behavior, emotionality, and regulation, and children engaged in analogue peer conflict situations (i.e., with puppets). High-quality social functioning was predicted by high regulation and low levels of nonconstructive coping, negative emotionality, and general emotional intensity. Prediction often was obtained across reporters and time, although prediction was strongest within context (home versus school). Moreover, measures of regulation and emotionality frequently contributed unique variance to the prediction of social functioning. Contemporaneous correlations at age 8-10 were similar to those obtained at age 6-8, and prediction of later social functioning from emotionality and regulation at age 4-6 was similar at ages 6-8 and 8-10.
对77名从小学早期到中期进行跟踪研究的儿童，考察了调节能力和情绪与社会功能之间的关系。家长和教师报告了儿童的社会行为、情绪和调节能力，儿童参与了模拟同伴冲突情境（即与木偶互动）。高水平的调节能力以及低水平的非建设性应对、负面情绪和总体情绪强度能够预测高质量的社会功能。尽管在具体情境（家庭与学校）中预测最为强烈，但预测结果往往在不同报告者和不同时间都能得到。此外，调节能力和情绪的测量指标常常为社会功能的预测贡献独特的方差。8至10岁时的同期相关性与6至8岁时相似，4至6岁时的情绪和调节能力对后期社会功能的预测在6至8岁和8至10岁时也相似。
