Abstract
Objectives This study aimed to identify the role of teachersâ emotion-related socialization behaviors in the development of an infantâs emotional intelligence and the moderating role of their negative emotionality on it. Methods Data were collected from 198 two-year-old infants (boys = 88, girls = 110) and their child care teachers. Descriptive statistics were computed, and Pearson's correlation and PROCESS macro (model 1) was used for data analysis. Results The study found that the relationship between teachersâ emotion-related socialization behaviors and infantsâ emotional intelligence could be deteriorated by the infantsâ emotionality. More specifically, their low levels of emotionality showed a significant moderating effect on the relationship between the teachersâ minimization or punitive reactions and the infantsâ emotional intelligence. Conclusion These results indicate that infantsâ negative emotionality and the teachersâ response to it could hamper the development of infantsâ emotional intelligence, and provide a basis for relevant education and programs for preventive interventions. Keywords: infantâs emotional intelligence, negative emotionality, teacherâs emotion-related socialization behaviors, differential susceptibility model
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