Abstract

The core processes of emotion understanding, emotion control, cognitive understanding, and cognitive control and their association with early indicators of social and academic success were examined in a sample of 141 3-year-old children. Confirmatory factor analysis supported the hypothesized four-factor model of emotion and cognition in early childhood. A subsequent structural model indicated that emotion understanding processes were significantly positively associated with early indicators of academic success, while emotion control processes were inversely related to socioemotional problems. These results point to the utility of an integrated model of emotion and cognition in early development and offer support for the differentiation of understanding and control processes within these developmental arenas as a framework for future study.

pdf

Additional Information

ISSN
1535-0266
Print ISSN
0272-930X
Pages
pp. 102-124
Launched on MUSE
2008-03-06
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.