The Relations of Emotionality and Regulation to Preschoolers' Social Skills and Sociometric Status

Nancy Eisenberg, Richard Fabes, J. Bernzweig, M. Karbon, R. Poulin, Laura Hanish

Research output: Contribution to journalArticle

386 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)1418-1438
Number of pages21
JournalChild development
Volume64
Issue number5
DOIs
StatePublished - Oct 1993

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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