Emotion Knowledge, Loneliness, Negative Social Experiences, and Internalizing Symptoms Among Low‐income Preschoolers
Bibliographic Data
| ID | 12686237 |
|---|---|
| Authors | Justin E Heinze (0000-0002-5205-8795, University of Michigan School of Public Health Department of Health Behavior and Health Education), A L Miller (0000-0002-9866-0204, Michigan Department of Health and Human Services, corresponding author), Ronald Seifer (0000-0003-4879-2839, The Warren Alpert Medical School of Brown University/E.P. Bradley Hospital Department of Psychiatry and Human Behavior), Susan Dickstein (The Warren Alpert Medical School of Brown University/E.P. Bradley Hospital Department of Psychiatry and Human Behavior), Robin L Locke (University of Massachusetts DartmouthDepartment of Psychology) |
| Year | 2014 |
| Volume | 24 |
| Issue | 2 |
| Pages | 240-265 |
| Publication date | 2014-05-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Development (JOURNAL) |
| Journal identifiers | ISSN: 1467-9507 • E-ISSN: 0961-205X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/sode.12083 |
| PMID | 25859097 |
| PMCID | PMC4386756 |
| OpenAlex | W1917390970 |
| Language | EN |
| Citations received | 14 |
| References cited | 86 |
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 ( N = 134; M = 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
Developmental psychology · Head start · Loneliness · Peer victimization · Poison control · Social emotional learning · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Human Factors and Ergonomics · Parental Involvement in Education · Psychology · Social Psychology
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| Unique citing works | 14 |
|---|---|
| Citations per year | 1,27 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |