Emotion Knowledge and Self-Regulation as Predictors of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence
By P. Garner, Badiyyah Waajid. 2012
149 citations recorded by the source corpus.
Subfields: Clinical Psychology, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/75916343e1c1292c188aae7cdf4e2aa8e71bf26c
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In Clinical Psychology
In Developmental and Educational Psychology
In Education
Citations in the corpus
- The Relationship Between Emotion Knowledge, Emotion Regulation and Adjustment in Preschoolers: A Mediation Model (2016, unknown): “In particular, on the basis of existing literature (Bassett et al. 2012; Garner and Waajid 2012; Giménez-Dası́ et al. 2015; Trentacosta and Fine 2010), we hypothesized that emotion knowledge would be positively associated with preschoolers’ social competence and negatively associated with…”
- Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, background): “5.4 (0.4) 5-6 Teacher-report: SSRS Academic achievement (math) 17 Garner & Waajid (2012) 74 Cross-sectional United States Both (54”
- Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood (2017, background): “Poor delay of gratification was also uniquely related to greater physical aggression, indicating that both cool and hot domains of EF were associated with physical aggression, adding to previous studies (Di Norcia et al., 2015; Garner & Waajid, 2012; Kim et al., 2014).”