Emotion Knowledge, Loneliness, Negative Social Experiences, and Internalizing Symptoms Among Low‐income Preschoolers
dc.contributor.author | Heinze, Justin E. | en_US |
dc.contributor.author | Miller, Alison L. | en_US |
dc.contributor.author | Seifer, Ronald | en_US |
dc.contributor.author | Dickstein, Susan | en_US |
dc.contributor.author | Locke, Robin L. | en_US |
dc.date.accessioned | 2015-04-02T15:12:40Z | |
dc.date.available | 2016-07-05T17:27:58Z | en |
dc.date.issued | 2015-05 | en_US |
dc.identifier.citation | Heinze, Justin E.; Miller, Alison L.; Seifer, Ronald; Dickstein, Susan; Locke, Robin L. (2015). "Emotion Knowledge, Loneliness, Negative Social Experiences, and Internalizing Symptoms Among Low‐income Preschoolers." Social Development (2): 240-265. | en_US |
dc.identifier.issn | 0961-205X | en_US |
dc.identifier.issn | 1467-9507 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/110878 | |
dc.description.abstract | 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 EK 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 vs. boys in the preschool social context. Results are discussed with regard to the role of EK for social development and intervention implications. | en_US |
dc.publisher | University of Vermont, Research Center for Children, Youth, & Families | en_US |
dc.publisher | Wiley Periodicals, Inc. | en_US |
dc.subject.other | internalizing | en_US |
dc.subject.other | emotion knowledge | en_US |
dc.subject.other | low‐income preschoolers | en_US |
dc.title | Emotion Knowledge, Loneliness, Negative Social Experiences, and Internalizing Symptoms Among Low‐income Preschoolers | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Sociology | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/110878/1/sode12083.pdf | |
dc.identifier.doi | 10.1111/sode.12083 | en_US |
dc.identifier.source | Social Development | en_US |
dc.identifier.citedreference | Miller, P. M., Danaher, D. L., & Forbes, D. ( 1986 ). Sex‐related strategies for coping with interpersonal conflict in children aged five and seven. Developmental Psychology, 22, 543 – 548. doi: 10.1037/0012‐1649.22.4.543 | en_US |
dc.identifier.citedreference | Miller, A. L., Gouley, K. K., Seifer, R., Zakriski, A., Eguia, M., & Vergnani, M. ( 2005 ). Emotion knowledge skills in low‐income elementary school children: Associations with social status and peer experiences. Social Development, 14, 637 – 651. doi: 10.1111/j.1467‐9507.2005.00321.x | en_US |
dc.identifier.citedreference | Morgan, J. K., Izard, C. E., & King, K. A. ( 2010 ). Construct validity of the emotion matching task: Preliminary evidence for convergent and criterion validity of a new emotion knowledge measure for young children. Social Development, 21, 52 – 70. doi: 10.1111/j.1467‐9507.2008.00529.x | en_US |
dc.identifier.citedreference | Ostrov, J. M., & Keating, C. F. ( 2004 ). Sex differences in preschool aggression during free play and structured interactions: An observational study. Social Development, 13, 255 – 277. doi: 10.1111/j.1467‐9507.2004.000266.x | en_US |
dc.identifier.citedreference | Pons, F., Harris, P., & de Rosnay, M. ( 2004 ). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1, 127 – 152. doi: 10.1080/17405620344000022 | en_US |
dc.identifier.citedreference | Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. ( 2010 ). Peer victimization and internalizing problems in children: A meta‐analysis of longitudinal studies. Child Abuse & Neglect, 34, 244 – 252. | en_US |
dc.identifier.citedreference | Rescorla, L. E. ( 2005 ). Assessment of young children using the Achenbach system of empirically based assessment (ASEBA). Mental Retardation and Developmental Disabilities Research Reviews, 11, 226 – 236. | en_US |
dc.identifier.citedreference | Rieffe, C., & Rooij, M. ( 2012 ). The longitudinal relationship between emotion awareness and internalising symptoms during late childhood. European Child & Adolescent Psychiatry, 21, 349 – 356. doi: 10.1007/s00787‐012‐0267‐8 | en_US |
dc.identifier.citedreference | Rose, A. J., & Rudolph, K. D. ( 2006 ). A review of sex differences in peer relationship processes: Potential trade‐offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132, 98 – 131. doi: 10.1037/0033‐2909.132.1.98 | en_US |
dc.identifier.citedreference | Saft, E. W., & Pianta, R. C. ( 2001 ). Teachers' perceptions of their relationships with students: Effects of child age, gender, and ethnicity of teachers and children. School Psychology Quarterly, 16, 125 – 141. doi: 10.1521/scpq.16.2.125.18698 | en_US |
dc.identifier.citedreference | Schultz, D., Izard, C. E., & Ackerman, B. P. ( 2000 ). Children's anger attribution bias: Relations to family environment and social adjustment. Social Development, 9, 284 – 301. doi: 10.1111/1467‐9507.00126 | en_US |
dc.identifier.citedreference | Schultz, D., Izard, C. E., Ackerman, B. P., & Youngstrom, E. A. ( 2001 ). Emotion knowledge in economically disadvantaged children: Self‐regulatory antecedents and relations to social difficulties and withdrawal. Development and Psychopathology, 13, 53 – 67. | en_US |
dc.identifier.citedreference | Shaffer, J. P. ( 1995 ). Multiple hypothesis testing. Annual Review of Psychology, 46, 561 – 584. doi: 10.1146/annurev.ps.46.020195.003021 | en_US |
dc.identifier.citedreference | Shields, A., Dickstein, S., Seifer, R., Giusti, L., Dodge Magee, K., & Spritz, B. ( 2001 ). Emotional competence and early school adjustment: A study of preschoolers at risk. Early Education and Development, 12, 73 – 96. | en_US |
dc.identifier.citedreference | Sim, L., & Zeman, J. ( 2004 ). Emotion awareness and identification skills in adolescent girls with bulimia nervosa. Journal of Clinical Child and Adolescent Psychology, 33, 760 – 771. | en_US |
dc.identifier.citedreference | Snyder, J., Brooker, M., Patrick, M. R., Snyder, A., Schrepferman, L., & Stoolmiller, M. ( 2003 ). Observed peer victimization during early elementary school: Continuity, growth, and relation to risk for child antisocial and depressive behavior. Child Development, 74, 1881 – 1898. | en_US |
dc.identifier.citedreference | Southam‐Gerow, M. A., & Kendall, P. C. ( 2000 ). A preliminary study of the emotion understanding of youths referred for treatment of anxiety disorders. Journal of Clinical Child Psychology, 29, 319 – 327. doi: 10.1207/s15374424jccp2903_3 | en_US |
dc.identifier.citedreference | Sterba, S. K., Prinstein, M. J., & Cox, M. J. ( 2007 ). Trajectories of internalizing problems across childhood: Heterogeneity, external validity, and sex differences. Developmental Psychopathology, 19, 345 – 366. | en_US |
dc.identifier.citedreference | Trentacosta, C. J., & Fine, S. E. ( 2010 ). Emotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta‐analytic review. Social Development, 19, 1 – 29. doi: 10.1111/j.1467‐9507.2009.00543.x | en_US |
dc.identifier.citedreference | Trentacosta, C. J., & Izard, C. E. ( 2007 ). Kindergarten children's emotion competence as a predictor of their academic competence in first grade. Emotion (Washington, D.C.), 7, 77 – 88. doi: 10.1037/1528‐3542.7.1.77 | en_US |
dc.identifier.citedreference | Webster‐Stratton, C. ( 2000 ). The incredible years training series. NCJ 173422, pp. 1 – 23. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. | en_US |
dc.identifier.citedreference | Zeman, J., Shipman, K., & Suveg, C. ( 2002 ). Anger and sadness regulation: Predictions to internalizing and externalizing symptoms in children. Journal of Clinical Child & Adolescent Psychology, 31, 393 – 398. doi: 10.1207/S15374424JCCP3103_11 | en_US |
dc.identifier.citedreference | Aber, L., Morris, P., & Raver, C. ( 2012 ). Children, families and poverty: Definitions, trends, emerging science and implications for policy. Social Policy Report: Publication of the Society for Research in Child Development, 26, 3 – 19. | en_US |
dc.identifier.citedreference | Achenbach, T. M., & Rescorla, L. A. ( 2001 ). Manual for the ASEBA school‐age forms & profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families. | en_US |
dc.identifier.citedreference | Arsenio, W. F., Cooperman, S., & Lover, A. ( 2000 ). Affective predictors of preschoolers' aggression and peer acceptance: Direct and indirect effects. Developmental Psychology, 36, 438 – 448. doi: 10.1037//0012‐1649.36.4.438 | en_US |
dc.identifier.citedreference | Asher, S. R., Rose, A. J., & Gabriel, S. W. ( 2001 ). Peer rejection in everyday life. In M. R. Leary (Ed.), Interpersonal rejection (pp. 105 – 142 ). New York: Oxford University Press. | en_US |
dc.identifier.citedreference | Barrett, L. F., Gross, J., Christensen, T. C., & Benvenuto, M. ( 2001 ). Knowing what you're feeling and knowing what to do about it: Mapping the relation between emotion differentiation and emotion regulation. Cognition & Emotion, 15, 713 – 724. | en_US |
dc.identifier.citedreference | Bassett, H. H., Denham, S., Mincic, M., & Graling, K. ( 2012 ). The structure of preschoolers' emotion knowledge: Model equivalence and validity using a structural equation modeling approach. Early Education & Development, 23, 259 – 279. doi: 10.1080/10409289.2012.630825 | en_US |
dc.identifier.citedreference | Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., et al. ( 2008 ). Promoting academic and social‐emotional school readiness: The Head Start REDI program. Child Development, 79, 1802 – 1817. doi: 10.1111/j.1467‐8624.2008.01227 | en_US |
dc.identifier.citedreference | Brody, L. ( 1985 ). Sex differences in emotional development: A review of theories and research. Journal of Personality, 53, 102 – 149. | en_US |
dc.identifier.citedreference | Brown, J. R., & Dunn, J. ( 1996 ). Continuities in emotion understanding from three to six years. Child Development, 67, 789 – 802. doi: 10.1111/j.1467‐8624.1996tb01763.x | en_US |
dc.identifier.citedreference | Buhs, E. S., & Ladd, G. W. ( 2001 ). Peer rejection as antecedent of young children's school adjustment: An examination of mediating processes. Developmental Psychology, 37, 550 – 560. doi: 10.1037/0012‐1649.37.4.550 | en_US |
dc.identifier.citedreference | Burgess, K., Ladd, G., Kochenderfer, B., Lambert, S., & Birch, S. ( 1999 ). Loneliness during early childhood: The role of interpersonal behaviors and relationships. In K. Rotenberg, & S. Hymel (Eds.), Loneliness in childhood and adolescence (pp. 109 – 135 ). New York: Cambridge University Press. | en_US |
dc.identifier.citedreference | Carter, A., Godoy, L., Wagmiller, R., Veliz, P., Marakovitz, S., & Briggs‐Gowan, M. ( 2010 ). Internalizing trajectories in young boys and girls: The whole is not a simple sum of its parts. Journal of Abnormal Child Psychology, 38, 19 – 31. doi: 10.1007/s10802‐009‐9342‐0 | en_US |
dc.identifier.citedreference | Cassidy, J., & Asher, S. R. ( 1992 ). Loneliness and peer relations in young children. Child Development, 63, 350 – 365. | en_US |
dc.identifier.citedreference | Castillo, R., Salguero, J. M., Fernández‐Berrocal, P., & Balluerka, N. ( 2013 ). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, 36, 883 – 892. | en_US |
dc.identifier.citedreference | Cervantes, C. A., & Callanan, M. A. ( 1998 ). Labels and explanations in mother–child emotion talk: Age and gender differentiation. Developmental Psychology, 34, 88 – 98. doi: 10.1037/0012‐1649.34.1.88 | en_US |
dc.identifier.citedreference | Chaplin, T. M., Casey, J., Sinha, R., & Mayes, L. C. ( 2010 ). Gender differences in caregiver emotion socialization of low‐income toddlers. New directions for child and adolescent development, 128, 11 – 27. doi: 10.1002/cd.266 | en_US |
dc.identifier.citedreference | Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. ( 2003 ). Applied multiple regression/correlation analysis for the behavioral sciences ( 3rd ed. ). Hillsdale, NJ: Lawrence Erlbaum Associates. | en_US |
dc.identifier.citedreference | Crick, N. R., & Bigbee, M. A. ( 1998 ). Relational and overt forms of peer victimization: A multi‐informant approach. Journal of Consulting and Clinical Psychology, 66, 337 – 347. | en_US |
dc.identifier.citedreference | Cunningham, J. N., Kliewer, W., & Garner, P. W. ( 2009 ). Emotion socialization, child emotion understanding and regulation, and adjustment in urban African American families: Differential associations across child gender. Development and Psychopathology, 21, 261 – 283. doi: 10.1017/S0954579409000157 | en_US |
dc.identifier.citedreference | Deneault, J., & Ricard, M. ( 2013 ). Are emotion and mind understanding differently linked to young children's social adjustment? Relationships between behavioral consequences of emotions, false belief, and SCBE. The Journal of Genetic Psychology, 174, 88 – 116. | en_US |
dc.identifier.citedreference | Denham, S., Bassett, H., & Zinsser, K. ( 2012 ). Early childhood teachers as socializers of young children's emotional competence. Early Childhood Education Journal, 40, 137 – 143. doi: 10.1007/s10643‐012‐0504‐2 | en_US |
dc.identifier.citedreference | Denham, S. A. ( 1986 ). Social cognition, social behavior, and emotion in preschoolers: Contextual validation. Child Development, 57, 194 – 201. | en_US |
dc.identifier.citedreference | Denham, S. A., Bassett, H., Mincic, M., Kalb, S., Way, E., Wyatt, T., et al. ( 2012 ). Social–emotional learning profiles of preschoolers' early school success: A person‐centered approach. Learning and Individual Differences, 22, 178 – 189. | en_US |
dc.identifier.citedreference | Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach–Major, S., et al. ( 2003 ). Preschool emotional competence: Pathway to social competence? Child Development, 74, 238 – 256. doi: 10.1111/1467‐8624.00533 | en_US |
dc.identifier.citedreference | Denham, S. A., Caverly, S., Schmidt, M., Blair, K., DeMulder, E., Caal, S., et al. ( 2002 ). Preschool understanding of emotions: Contributions to classroom anger and aggression. Journal of Child Psychology and Psychiatry, 43, 901 – 916. doi: 10.1111/1469‐7610.00139 | en_US |
dc.identifier.citedreference | Denham, S. A., McKinley, M., Couchoud, E. A., & Holt, R. ( 1990 ). Emotional and behavioral predictors of preschool peer ratings. Child Development, 61, 1145 – 1152. doi: 10.2307/1130882 | en_US |
dc.identifier.citedreference | Dunsmore, J. C., Noguchi, R. J., Garner, P. W., Casey, E. C., & Bhullar, N. ( 2008 ). Sex‐specific linkages of affective social competence with peer relations in preschool children. Early Education & Development, 19, 211 – 237. | en_US |
dc.identifier.citedreference | Eastabrook, J. M., Flynn, J. J., & Hollenstein, T. ( 2014 ). Internalizing symptoms in female adolescents: Associations with emotional awareness and emotion regulation. Journal of Child and Family Studies, 23, 487 – 496. doi: 10.1007/s10826‐012‐9705‐y | en_US |
dc.identifier.citedreference | Fabes, R. A., & Eisenberg, N. ( 1992 ). Young children's coping with interpersonal anger. Child Development, 63, 116 – 128. doi: 10.1111/j.1467‐8624.1992.tb03600.x | en_US |
dc.identifier.citedreference | Fine, S. E., Izard, C. E., Mostow, A. J., Trentacosta, C. J., & Ackerman, B. P. ( 2003 ). First grade emotion knowledge as a predictor of fifth grade self‐reported internalizing behaviors in children from economically disadvantaged families. Development and Psychopathology, 15, 331 – 342. doi: 10.1017/S095457940300018X | en_US |
dc.identifier.citedreference | Fine, S. E., Trentacosta, C. J., Izard, C. E., Mostow, A. J., & Campbell, J. L. ( 2004 ). Anger perception, caregivers' use of physical discipline, and aggression in children at risk. Social Development, 13, 213 – 228. | en_US |
dc.identifier.citedreference | Garner, P., & Waajid, B. ( 2008 ). The associations of emotion knowledge and teacher–child relationships to preschool children's school‐related developmental competence. Journal of Applied Developmental Psychology, 29, 89 – 100. Retrieved from http://dx.doi.org/10.1016/j.appdev.2007.12.001 | en_US |
dc.identifier.citedreference | Garner, P. W., Jones, D. C., & Miner, J. L. ( 1994 ). Social competence among low‐income preschoolers: Emotion socialization practices and social cognitive correlates. Child Development, 65, 622 – 637. doi: 10.1111/j.1467‐8624.1994.tb00772.x | en_US |
dc.identifier.citedreference | Garner, P. W., & Lemerise, E. A. ( 2007 ). The roles of behavioral adjustment and conceptions of peers and emotions in preschool children's peer victimization. Development and Psychopathology, 19, 57 – 71. doi: 10.1017/S0954579407070046 | en_US |
dc.identifier.citedreference | Garner, P. W., & Waajid, B. ( 2012 ). Emotion knowledge and self‐regulation as predictors of preschoolers' cognitive ability, classroom behavior, and social competence. Journal of Psychoeducational Assessment, 30, 330 – 343. doi: 10.1177/0734282912449441 | en_US |
dc.identifier.citedreference | Halberstadt, A. G., Denham, S. A., & Dunsmore, J. C. ( 2001 ). Affective social competence. Social Development, 10, 79 – 119. doi: 10.1111/1467‐9507.00150 | en_US |
dc.identifier.citedreference | Hayward, C., & Sanborn, K. ( 2002 ). Puberty and the emergence of gender differences in psychopathology. The Journal of Adolescent Health, 30, 49 – 58. | en_US |
dc.identifier.citedreference | Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. ( 2001 ). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12, 18 – 23. doi: 10.1111/1467‐9280.00304 | en_US |
dc.identifier.citedreference | Izard, C. E. ( 2001 ). Emotional intelligence or adaptive emotions? Emotion (Washington, D.C.), 1, 249 – 257. | en_US |
dc.identifier.citedreference | Izard, C. E., Haskins, F. W., Schultz, D., Trentacosta, C. J., & King, K. A. ( 2003 ). Emotion matching task. Newark, DE: University of Delaware. | en_US |
dc.identifier.citedreference | Izard, C. E., Trentacosta, C. J., King, K. A., & Mostow, A. J. ( 2004 ). An emotions‐based prevention program for Head Start children. Early Education and Development, 15, 407 – 422. | en_US |
dc.identifier.citedreference | Kaltiala‐Heino, R., Rimpela, M., Rantanen, P., & Rimpela, A. ( 2000 ). Bullying at school—An indicator of adolescents at risk for mental disorders. Journal of Adolescence, 23, 661 – 674. | en_US |
dc.identifier.citedreference | Kochenderfer, B. J., & Ladd, G. W. ( 1996 ) Peer victimization: Cause or consequence of maladjustment? Child Development, 67, 1305 – 1317. doi: 10.1111/j.1467‐8624.1996.tb01797.x | en_US |
dc.identifier.citedreference | Kusché, C. A., Greenberg, M., & Beikle, B. ( 1988 ). The Kusch é affective interview. Unpublished manuscript, University of Washington, Department of Psychology. | en_US |
dc.identifier.citedreference | Kusché, C. A., & Greenberg, M. T. ( 1994 ). The PATHS curriculum. Seattle, WA: Developmental Research and Programs. | en_US |
dc.identifier.citedreference | Ladd, G. W., Birch, S. H., & Buhs, E. S. ( 1999 ). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373 – 1400. | en_US |
dc.identifier.citedreference | Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. ( 1996 ). Friendship quality as a predictor of young children's early school adjustment. Child Development, 67, 1103 – 1118. | en_US |
dc.identifier.citedreference | Lutz, M. N., Fantuzzo, J., & McDermott, P. ( 2002 ). Multidimensional assessment of emotional and behavioral adjustment problems of low‐income preschool children: Development and initial validation. Early Childhood Research Quarterly, 17, 338 – 355. doi: 10.1016/j.bbr.2011.03.031 | en_US |
dc.identifier.citedreference | Mardell‐Czudnowski, C., & Goldenberg, D. S. ( 1998 ). Developmental indicators for the assessment of learning—Third edition (DIAL‐3). Bloomington, MN: Pearson Assessments. | en_US |
dc.identifier.citedreference | Marsh, H. W., Craven, R. G., & Debus, R. ( 1991 ). Self‐concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology, 83, 377 – 392. | en_US |
dc.identifier.citedreference | Martin, S. E., Boekamp, J. R., McConville, D. W., & Wheeler, E. E. ( 2010 ). Anger and sadness perception in clinically referred preschoolers: Emotion processes and externalizing behavior symptoms. Child Psychiatry & Human Development, 41, 30 – 46. | en_US |
dc.identifier.citedreference | McCabe, P. C., & Meller, P. J. ( 2004 ). The relationship between language and social competence: How language impairment affects social growth. Psychology in the Schools, 41, 313 – 321. doi: 10.1002/pits.10161 | en_US |
dc.identifier.citedreference | Miller, A. L., Fine, S. E., Gouley, K. K., Seifer, R., & Dickstein, S. ( 2006 ). Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers. Cognition and Emotion, 20, 1170 – 1192. | en_US |
dc.identifier.citedreference | Miller, A. L., Gouley, K. K., Seifer, R., Dickstein, S., & Shields, A. ( 2004 ). Emotions and behaviors in the Head Start classroom: Associations among observed dysregulation, social competence, and preschool adjustment. Early Education and Development, 15, 147 – 165. | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.