Head Start Preschoolers' Emotional Positivity and Emotion Regulation Predict their Social-Emotion Behavior, Classroom Adjustment, and Early School Success

Authors

  • Susanne A. Denham George Mason University
  • Hideko H. Bassett George Mason University
  • Yana S. Sirotkin George Mason University
  • Katherine Zinsser George Mason University

DOI:

https://doi.org/10.55370/hsdialog.v16i2.92

Keywords:

Social and Emotional Development, School Readiness, Assessment, Emotion Regulation

Abstract

Children’s abilities to express contextually useful emotions and regulate emotions are related to their school adjustment and academic achievement. In this study, we examined the specific contributions of emotional positivity and emotion regulation during a direct assessment to broader self-regulation, social-emotional behavior during play, school adjustment, and school readiness. We found that each construct made useful contributions to these important outcomes. Implications include the need to pay increased attention to emotional competence in Head Start research and classroom practice.

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Published

2013-06-05

Issue

Vol. 16 No. 2

Section

Research Articles

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