Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes

Abstract

Research suggests that the development of emotional regulation in early childhood is interrelated with emotional understanding and language skills. Heuristic models are proposed on how these factors influence children’s emerging academic motivation and skills.

Figures

Figure 12.1

Hypothesized Interrelations of Children’s Language Skills, Emotion Knowledge, and Emotion-Related Regulation over Time

Figure 12.2

Heuristic Model of Direct and Mediated Relations of Emotion-Related Regulation, Language, and Emotion Knowledge as Predictors of Children’s Social Competence, Academic Motivation, and Academic Skills