Teacher-Derived Emotional Socialization Predicts the Development of Emotion Regulation and Knowledge in Preschool Children
Bibliographic Data
| ID | 21634285 |
|---|---|
| Authors | Ishien Li (0000-0002-4662-0614, National Taichung University of Education, corresponding author), Pao-Sheng Shen, Pao‐Sheng Shen (0000-0001-6050-8648, Tunghai University), Suh-Sing Kang (Hungkuang University) |
| Year | 2022 |
| Volume | 51 |
| Issue | 3 |
| Pages | 561-578 |
| Publication date | 2022-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child & Youth Care Forum (JOURNAL) |
| Journal identifiers | ISSN: 1053-1890 • E-ISSN: 1573-3319 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10566-021-09635-z |
| OpenAlex | W3187022194 |
| Language | EN |
| Citations received | 5 |
| References cited | 43 |
Big Five personality traits · Developmental psychology · Extraversion and introversion · Latent growth modeling · Multilevel model · Negative affectivity · Personality · Positive affectivity · Socialization · Temperament · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Emotion Socialization Strategies of Preschool Teachers in Greece
Conceptualizing teachers’ interpersonal emotion regulation
The impact of an early childhood professional development intervention on teachers’ reports of pedagogical competence and approaches to socialisation practices
Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors
Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context
Applied Longitudinal Analysis
A Confirmatory Factor Analysis of the End-User Computing Satisfaction Instrument
Infant Intersubjectivity
Reporting practices in confirmatory factor analysis
Early Childhood Teachers as Socializers of Young Children’s Emotional Competence
Factor Analysis and AIC
The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate
How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments
Research on Attention Networks as a Model for the Integration of Psychological Science
Reactive Aggression Among Maltreated Children
Children’s Classroom Engagement and School Readiness Gains in Prekindergarten
Factor Analysis and AIC
Emotional Intelligence
Hierarchical linear models
Children's Conscience and Self‐Regulation
Toddlers' context-varying emotions, maternal responses to emotions, and internalizing behaviors
The Relationship between Emotion Regulation and Emotion Knowledge in Preschoolers
Construct Validation of the Social Competence Scale in Preschool‐age Children
Activity settings and daily routines in preschool classrooms
Richard A. Fabes, Department of Family & Human Development, Arizona State University, Tempe, AZ 85287-2502 (E-mail
Paths to Successful Development
Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school
Bayesian Model Selection in Social Research
| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |