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Updated: Dec 12, 2025
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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
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The Relationship between Emotion Regulation and Emotion Knowledge in Preschoolers: A Longitudinal Study
Beatriz Lucas-Molina1, Laura Quintanilla2, Renata Sarmento-Henrique3
1Faculty of Psychology, University of Valencia, 46010 Valencia, Spain.
Summary
Emotional regulation (ER) skills in preschoolers predict their later understanding of emotions (EK). This longitudinal study highlights how developing ER abilities fosters the growth of emotion knowledge in early childhood.
Area of Science:
- Child Development
- Developmental Psychology
- Emotional Science
Background:
- Emotion regulation (ER) and emotion knowledge (EK) are crucial for child development.
- Limited research exists on the developmental link between ER and EK.
Purpose of the Study:
- To investigate the longitudinal relationship between emotion knowledge and emotion regulation in preschoolers.
- To explore how ER predicts EK over time.
Main Methods:
- A longitudinal study followed 108 preschoolers over 3 academic years.
- Emotion knowledge was assessed using the Test of Emotion Comprehension (TEC).
- Emotion regulation was measured using the Emotion Regulation Checklist (ERC), including Emotional Regulation (ER) and Lability/Negativity (L/N) subscales.
Main Results:
- Cross-lagged models indicated that emotional regulation (ER) ability predicts emotion knowledge (EK) in preschoolers.
- The findings suggest a directional influence of ER on EK development.
Conclusions:
- Emotional regulation is a foundational skill that precedes and supports the development of emotion knowledge in early childhood.
- Understanding this relationship has implications for educational and therapeutic interventions.
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