23 research outputs found
Chemical composition and antibacterial activity of Aloysia triphylla (L'HĂ©rit) Britton extracts obtained by pressurized CO2 extraction
Photosynthetic Pigment Content and Essential Oil Yield of Ocimum Basilicum L. During Different Stages of Growth in the Field
Infinite Banach direct sums and diagonal C 0 -semigroups with applications to a stochastic particle system
Locating embedded iron bars for wireless power transmission through reinforced-concrete wall
The relationship between emotion regulation, emotion knowledge and adjustment in preschoolers: A mediation model.
The study explored the total, direct and indirect effects of emotion knowledge on adjustment in preschoolers ans examined whether emotion regulation mediated the relationships between emotion knowledge and adjustment (social competence, and behavioral difficulties, such as anxietyâwithdrawal and angerâaggression). Two hundred forty children (118 boys and 122 girls) from 3 to 5 years of age (mean age = 4.23, SD = .80) were administered a vocabulary test to check their verbal ability and a measure of emotion knowledge. Teachers filled out two questionnaires about childrenâs regulation and adjustment variables. A mediation model was tested combined with an assessment of the indirect effects to evaluate whether emotion knowledge may exert an influence on adjustment through the intervention of emotion regulation. Results showed that all conditions for full mediation were met for social competence and anxietyâwithdrawal, confirming the mediation role of emotion regulation in the relationship between emotion knowledge and these variables.
Moreover, results indicated that emotion knowledge and angerâaggression were not directly associated as they would be in case of full or partial mediation, but they were however indirectly related through a significant linking with emotion regulation. Findings may have potential implications for prevention and intervention programs in family and school contexts, suggesting how early childhood programs targeting emotion knowledge may be especially beneficial to promote social competence and prevent behavioral problems, above all if they include other emotion-related competences, such as emotion regulation, that may be considered the linking mechanism through which emotion knowledge exerts an influence on adjustment