Emotionsregulationsstrategien im Vorschulalter : Wissen über Emotionsregulationsstrategien und Zusammenhänge zu Kognition und Sozialverhalten

Abstract

A differentiated knowledge of emotion regulation strategies (ERS) can lead to an effective use of strategies and is considerate as a major prerequisite for effective emotion regulation. The aim of this study was to analyze the construct knowledge of ERS . An instrument for capturing of knowledge of ERS was developed and used on a sample of 210 children aged 36 to 72 months. First, it was visible that with increasing age the understanding of effectiveness and ineffectiveness of ERS increase. A relationship between understanding of ERS and cognitive level of development was shown. Furthermore, older preschoolers were able to generate more effective ERS. The influence of the immigrant background of the family was shown by the understanding of behavioral ERS. Moreover, it was illustrated that lower knowledge of ERS are related to an increase of problem behavior. Finally, the results of the structural equation modeling indicated that knowledge of ERS via understanding of given ERS and generating of effective ERS can be operationalized. The knowledge of ERS has a significant influence on social behavior (prosocial behavior and problem behavior) of preschoolers.