Do child gender and temperament moderate associations between Head Start classroom social-emotional climate and children’s social-emotional competencies?

Emotional Climate: Social Structure and Emotional Dynamics

Emotional Intelligence 1 Running head: EMOTIONAL INTELLIGENCE AND SOCIAL INTERACTION Emotional Intelligence and Social Interaction

Two studies found positive relationships between the ability to manage emotions and the quality of social interactions, supporting the predictive and incremental validity of an ability measure of emotional intelligence, the MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test, 2002). In a sample of 118 American college students (Study 1), higher scores on the managing emotions subscale of t...

A Relationship between Religious Attitudes and Social Competence in Parent-Child Emotional Metacognition

This study connected with the aim of relationship between attitudes and social competence in parent-child emotional metacognition. With Cochran formula and Multi-stage cluster random sampling method 250 students were selected as a sample size. Emotional metacognition questionnaires conducted on students and their parents to complete the religious attitudes and social competence. Statistical mod...

An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children.

This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interac...

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social–emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social–emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment pro...