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. 2015 May;24(2):240-265.
doi: 10.1111/sode.12083.

Emotion Knowledge, Loneliness, Negative Social Experiences, and Internalizing Symptoms Among Low-Income Preschoolers

Justin E Heinze  1 , Alison L Miller  2 , Ronald Seifer  3 , Robin Locke  4
Affiliations

Emotion Knowledge, Loneliness, Negative Social Experiences, and Internalizing Symptoms Among Low-Income Preschoolers

Justin E Heinze et al. Soc Dev. 2015 May.

Abstract

Children with poor emotion knowledge (EK) skills are at risk for externalizing problems; less is known about early internalizing behavior. We examined multiple facets of EK and social-emotional experiences relevant for internalizing difficulties, including loneliness, victimization, and peer rejection, in Head Start preschoolers (N = 134; M = 60 months). Results based on multiple informants suggest that facets of EK are differentially related to negative social-emotional experiences and internalizing behavior and that sex plays a moderating role. Behavioral EK was associated with self-reported loneliness, victimization/rejection, and parent-reported internalizing symptoms. Emotion recognition and expressive emotion knowledge were related to self-reported loneliness, and emotion situation knowledge was related to parent-reported internalizing symptoms and negative peer nominations. Sex moderated many of these associations, suggesting that EK may operate differently for girls versus boys in the preschool social context. Results are discussed with regard to the role of EK for social development and intervention implications.

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Figures

Figure 1
Figure 1
Association between emotion recognition knowledge and self-reported loneliness in boys and girls. Higher values indicate more feelings of loneliness.
Figure 2
Figure 2
Association between expressive emotion knowledge and self-reported loneliness in boys and girls. Higher values indicate more feelings of loneliness.
Figure 3
Figure 3
Association between expressive emotion knowledge and parent-reported internalizing in boys and girls. Higher values indicate more internalizing behaviors.
Figure 4
Figure 4
Association between emotion situation knowledge and parent-reported internalizing in boys and girls. Higher values indicate more internalizing behaviors.
Figure 5
Figure 5
Association between emotion situation knowledge and peer negative nominations in boys and girls. Higher values indicate more negative nominations.
Figure 6
Figure 6
Association between behavioral emotion knowledge and parent-reported internalizing in boys and girls. Higher values indicate more internalizing behaviors.
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