Affective Social Competence.

By A. Halberstadt, S. Denham, J. Dunsmore. 2001

799 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/abcab6cc03ecc2b870bcecc96d3c5708ddb88eae

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In Social Psychology

Citations in the corpus

Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers (2006, background): “Our findings indicate that although the domain of emotional competence is theoretically useful, all facets of emotional competence are not necessarily empirically related, at least during the early childhood years (see also Denham et al., 2003; Halberstadt et al., 2001).”
Pretend and Physical Play: Links to Preschoolers’ Affective Social Competence (2013, methodology): “; 8 items, α = .76) were deemed the most consistent with theoretical formulations of young children’s emotion regulation (Halberstadt et al., 2001) and were significantly correlated, r = .72, p < .001.”
Domestic Violence, Emotional Competence, and Child Adjustment (2007, background): “Drawing on this prior theory, we ask children whether they recognize experiencing a given emotion (Halberstadt et al., 2001), their thoughts and physical sensations while they felt the emotion, and to reflect on a recent time they experienced a specific emotion and describe the social context and ca”
Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills (2013, background): “Teachers’ emotional support consistency may allow preschoolers to feel competent in their ability to accurately predict others’ emotions and, in return, display higher levels of social competence and lower levels of problem behaviors (Garner & Estep, 2001; Halberstadt et al., 2001).”
Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? (2006, background): “Halberstadt, Denham, and Dunsmore (2001) have created a model for affective social competence (ASC) that describes abilities that fit well this lowest level of Rose-Krasnor’s prism.”
Dealing with Feelings: How Children Negotiate the Worlds of Emotions and Social Relationships (2007, background): “…and academically Because personal experiences and social interactions or relationships are guided, even defined, by emotional transactions (Arsenio & Lemerise, 2001; Denham, 1998; Halberstadt et al., 2001; Saarni, 1999), understanding of emotions figures prominently in personal and social success.”
A Meta-Analysis of Family Expressiveness and Children's Emotion Expressiveness and Understanding (2002, background): “…etc.) and some of which have not (e.g., knowing within the flow of an interaction that a message has been sent, Halberstadt, Denham & Dunsmore, 2001; recognizing idiosyncratic styles of communicating, Halberstadt et al., 2001; recognizing emotional transitions in others, Mayer & Salovey, 1997).”