Maternal and child predictors of preschool children's social competence

By Marissa L. Diener, Do-Yeong Kim. 2004

196 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e75e8f7db64239b533c26ca1ef8ef7c0ca261e2f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Megan M. McClelland
2. F. Morrison
3. J. Matthews
4. C. Ponitz
5. N. Eisenberg
6. Natalie D. Eggum
7. Tracy L. Spinrad
8. H. Brophy-Herb

In Education

1. Megan M. McClelland
2. C. Ponitz
3. J. Matthews
4. F. Morrison
5. N. Eisenberg
6. Natalie D. Eggum
7. Tracy L. Spinrad
8. H. Brophy-Herb

In Social Psychology

1. N. Eisenberg
2. Tracy L. Spinrad
3. H. Brophy-Herb
4. Megan M. McClelland
5. J. Matthews
6. E. Bocknek
7. Kathy E. Stansbury
8. Natalie D. Eggum

Citations in the corpus

• Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment (2010, result): “…M anuscript N IH -PA Author M anuscript N IH -PA Author M anuscript (Muris 2006), and especially anger or frustration (rather than sadness or fear; Diener & Kim 2004; Eisenberg et al. 2004b, 2007b; Oldehinkel et al. 2007), and are also low in effortful control (contrast with Eisenberg et al.…”
• A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “…skills requiring emotion regulation, such as being able to control negative outbursts of anger and aggression and modulate positive reactions like excitement (Denham et al., 2003; Diener & Kim, 2004; Eiden, Edwards, & Leonard, 2007; Eisenberg et al., 2004; Murray, Sektnan , & McClelland, 2006).”
• Work–family conflict, psychological availability, and child emotion regulation: Spillover and crossover in dual‐earner families (2017, background): “We targeted child emotion-regulation (ER) skills, given their critical influence on psychological and social functioning, school adjustment, and social competence (Denham et al., 2003; Diener & Kim, 2004; Herndon, Bailey, Shewark, Denham, & Bassett, 2013; Spinrad et al., 2006).”
• Modeling maternal emotion-related socialization behaviors in a low-income sample: Relations with toddlers’ self-regulation (2012, background): “Effective self-regulation has been shown to contribute to young children’s positive adjustment (Blair & Diamond, 2008; Lengua, 2002), preschoolers’ social competence (Diener & Kim, 2003), school readiness (Eisenberg, Valiente, & Eggum, 2010), and achievement (Howse, Lange, Farran, & Boyles, 2003).”