Abstract
This preliminary and exploratory study examined the correlates of 5 aspects of teacher-rated emotion-related regulation (modulation, flexibility, organization, emotion-focused coping, aggressive-coping strategies) in a sample of 36 low- to middle-income African American preschoolers. Results showed that children's empathy, emotional intensity, negative affect, autonomic reactivity, and a projective measure of concern for relationships made unique contributions to regression estimations of teacher-rated emotion-related regulation. These results have implications for classroom management and the design of educational interventions for young ethnic minority children.
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