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The Relationship between Emotion Regulation and Emotion Knowledge in Preschoolers: A Longitudinal Study

Author

Listed:
  • Beatriz Lucas-Molina

    (Faculty of Psychology, University of Valencia, 46010 Valencia, Spain)

  • Laura Quintanilla

    (Faculty of Psychology, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain)

  • Renata Sarmento-Henrique

    (Department of Education and Psychology, Centro Universitario Cardenal Cisneros, 28806 Alcalá de Henares, Spain)

  • Javier Martín Babarro

    (Faculty of Psychology, Complutense University of Madrid, 28223 Madrid, Spain)

  • Marta Giménez-Dasí

    (Faculty of Psychology, Complutense University of Madrid, 28223 Madrid, Spain)

Abstract

Numerous studies have shown the important role of both emotion regulation (ER) and emotion knowledge (EK) in child development. Despite the number of studies carried out on both variables, there is practically no research on the developmental relationship between these two constructs. We present a longitudinal study to explore the relationship between EK and ER in preschoolers in which we measured these variables over 3 academic years in a cohort of 108 preschool children using the Test of Emotion Comprehension (TEC) and the Emotion Regulation Checklist (ERC). The ERC is divided into 2 subscales: Emotional Regulation (ER) and Lability/Negativity (L/N). Two cross-lagged models were constructed in order to examine the predictive power of ER and L/N on EK across the three time points. The results suggest that ER is an ability that precedes and predicts EK during preschool years. We also discuss the theoretical and practical implications of these findings.

Suggested Citation

  • Beatriz Lucas-Molina & Laura Quintanilla & Renata Sarmento-Henrique & Javier Martín Babarro & Marta Giménez-Dasí, 2020. "The Relationship between Emotion Regulation and Emotion Knowledge in Preschoolers: A Longitudinal Study," IJERPH, MDPI, vol. 17(16), pages 1-12, August.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:16:p:5726-:d:396124
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    References listed on IDEAS

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    1. Jones, D.E. & Greenberg, M. & Crowley, M., 2015. "Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness," American Journal of Public Health, American Public Health Association, vol. 105(11), pages 2283-2290.
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    Cited by:

    1. Javier Ortuño-Sierra & Beatriz Lucas-Molina & Félix Inchausti & Eduardo Fonseca-Pedrero, 2021. "Special Issue on Mental Health and Well-Being in Adolescence: Environment and Behavior," IJERPH, MDPI, vol. 18(6), pages 1-4, March.
    2. María del Mar Molero Jurado & María del Mar Simón Márquez & África Martos Martínez & Ana Belén Barragán Martín & María del Carmen Pérez-Fuentes & José Jesús Gázquez Linares, 2022. "Qualitative Analysis of Use of ICTs and Necessary Personal Competencies (Self-Efficacy, Creativity and Emotional Intelligence) of Future Teachers: Implications for Education," Sustainability, MDPI, vol. 14(19), pages 1-16, September.

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