Self-Regulation, Language Skills, and Emotion Knowledge in Young Children From Northern Germany
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Self-Regulation, Language Skills, and Emotion Knowledge in Young Children From Northern Germany. / von Salisch, Maria; Hänel, Martha; Denham, Susanne.
In: Early Education and Development, Vol. 26, No. 5-6, 01.07.2015, p. 792-806.Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Self-Regulation, Language Skills, and Emotion Knowledge in Young Children From Northern Germany
AU - von Salisch, Maria
AU - Hänel, Martha
AU - Denham, Susanne
PY - 2015/7/1
Y1 - 2015/7/1
N2 - Research Findings: In order to examine the explanatory power of behavioral self-regulation in the domain of emotion knowledge, especially in a non-U.S. culture, 365 German 4- and 5-year-olds were individually tested on these constructs. Path analyses revealed that children’s behavioral self-regulation explained their emotion knowledge in the context of the less instructionally oriented German kindergarten, much like in the United States. In addition, behavioral self-regulation contributed uniquely to the explanation of German children’s emotion knowledge, even when language skills and a measure of verbal conflict inhibition as known predictors of emotion knowledge were included as covariates. The path model for the 4-year-olds underlined the importance of behavioral self-regulation and showed less integration among verbal conflict inhibition, language skills, and emotion knowledge than that for the 5-year-olds. Practice or Policy: Results underline the importance of self-regulation for young children’s learning about emotions in all cultures, alone and in tandem with receptive language skills and abilities for (verbal) inhibition.
AB - Research Findings: In order to examine the explanatory power of behavioral self-regulation in the domain of emotion knowledge, especially in a non-U.S. culture, 365 German 4- and 5-year-olds were individually tested on these constructs. Path analyses revealed that children’s behavioral self-regulation explained their emotion knowledge in the context of the less instructionally oriented German kindergarten, much like in the United States. In addition, behavioral self-regulation contributed uniquely to the explanation of German children’s emotion knowledge, even when language skills and a measure of verbal conflict inhibition as known predictors of emotion knowledge were included as covariates. The path model for the 4-year-olds underlined the importance of behavioral self-regulation and showed less integration among verbal conflict inhibition, language skills, and emotion knowledge than that for the 5-year-olds. Practice or Policy: Results underline the importance of self-regulation for young children’s learning about emotions in all cultures, alone and in tandem with receptive language skills and abilities for (verbal) inhibition.
KW - Psychology
KW - Emotion knowledge
KW - executive function
KW - self-regulation
KW - language skills
UR - http://www.scopus.com/inward/record.url?scp=84938740721&partnerID=8YFLogxK
U2 - 10.1080/10409289.2015.994465
DO - 10.1080/10409289.2015.994465
M3 - Journal articles
AN - SCOPUS:84938740721
VL - 26
SP - 792
EP - 806
JO - Early Education and Development
JF - Early Education and Development
SN - 1040-9289
IS - 5-6
ER -