Emotion Knowledge as a Predictor of Social Behavior and Academic Competence in Children at Risk

By C. Izard, S. Fine, D. Schultz, A. Mostow, B. Ackerman, E. Youngstrom. Psychology Science, 2001

909 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c3d38ca4ded727a396d5863ae320695b794ce7d6

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Citations in the corpus

Dealing with Feelings: How Children Negotiate the Worlds of Emotions and Social Relationships (2007, background): “In short, social and emotional factors, such as emotion knowledge, emotion regulatory abilities, social skills, and nonrejected peer status – all of which are aspects or sequelae of early emotional competence – often uniquely predict academic success, when other pertinent factors, including earlier ”
Is there a validity increment for tests of emotional intelligence in explaining the variance of performance criteria (2006, background): “Izard et al. (2001) showed that verbal ability is highly correlated with perception of emotions in young children.”
An Emotion-Based Prevention Program for Head Start Children (2004, background): “For example, emotion knowledge in low income Head Start children predicted social and academic competence in third grade (Izard et al. 2001).”
Assessing emotional intelligence in gifted and non-gifted high school students: Outcomes depend on the measure (2005, methodology): “Izard et al. (2001) report correlations between verbal ability and emotion recognition and verbal ability and emotion labeling of .53 and .51, respectively.”
Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV (2012, background): “Indeed, youth who can label emotions properly have more positive social interactions, whereas youth with deficits in labeling also display behavioral and learning problems (Izard et al., 2001).”
Emotional intelligence: new ability or eclectic traits? (2008, background): “…studies using emotional knowledge measures, emotional facial recognition ability, levels of emotional awareness, emerging research on emotional self-regulation, and related areas (e.g., Elfenbein & Ambady, 2002b; Izard et al., 2001; Lane et al., 1990; Mayer et al., 2003; Nowicki & Mitchell, 1998).”
The Effects of Mother Training in Emotion-Rich, Elaborative Reminiscing on Children's Shared Recall and Emotion Knowledge (2009, background): “For example, superior emotion knowledge at preschool predicts social competence and empathy with peers and family, and conversely, impoverished emotion knowledge is associated with internalizing and externalizing problems throughout childhood (Denham et al., 2003; Hughes & Dunn, 1998; Izard et al., ”
Impact Findings from the Head Start Cares Demonstration: National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence (2014, neutral): “Izard et al. (2001); Rhoades, Warren, Domitrovich, and Greenberg (2011).”
Building Preschool Children's Emotional Competence: A Parenting Program (2004, background): “Language skills affect the expression of emotion, shift emotional experience to cognitive interpretation, and can facilitate the way emotion is regulated (Denham, 1998; Izard et al., 2001; Kochanska, 1994; Kopp, 1989; Schultz, Izard, Ackerman, & Youngstrom, 2001).”
Children's Emotional Competence and Attentional Competence in Early Elementary School (2006, methodology): “Conversely, children with low emotion knowledge may have poorer relationships and more disruptive encounters with teachers and peers, and, as a result, have difficulty sustaining attention and concentration on academic tasks (Izard et al., 2001).”