Children's Emotional Competence and Attentional Competence in Early Elementary School

Autor/inn/en	Trentacosta, Christopher J.; Izard, Carroll E.; Mostow, Allison J.; Fine, Sarah E.
Titel	Children's Emotional Competence and Attentional Competence in Early Elementary School
Quelle	In: School Psychology Quarterly, 21 (2006) 2, S.148-170 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1521/scpq.2006.21.2.148
Schlagwörter	Competence; Affective Behavior; Psychological Patterns; Rural Schools; Multiple Regression Analysis; Age; Verbal Ability; Predictor Variables; Prevention; School Personnel; Attention; Sex; Self Efficacy + Suchen Sie Ihr Suchwort? Kompetenz; Affective disturbance; Active behaviour; Affektive Störung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Alter; Lebensalter; Mündliche Leistung; Prädiktor; Prävention; Vorbeugung; Schulpersonal; Aufmerksamkeit; Geschlecht; Geschlechtsverkehr; Self-efficacy; Selbstwirksamkeit
Abstract	The current study examined the relations between two aspects of emotional competence--emotion knowledge and emotion expression, and children's attentional competence during one school year. Participants were 263 first- and second-grade students at two rural elementary schools. A multiple regression analysis showed that emotion knowledge predicted attentional competence while controlling for age, gender, verbal ability, and initial levels of attentional competence. Multiple regression analyses examining predictors of peer nominations of emotion expression showed that attentional competence predicted peer nominations of happiness, sadness, and anger expression, and emotion knowledge predicted peer nominations of anger expression. Potential improvements for prevention programs and the importance of the findings for school personnel are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10