| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000431865 |
| 005 | | 20200224110008 |
| 008 | | 200131s2020 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085704182 |
| 035 | |
▼a (MiAaPQ)AAI13886952 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 136 |
| 100 | 1 |
▼a Ross, Emily. |
| 245 | 10 |
▼a Parenting, Executive Function, and Children's Emerging Emotional Intelligence. |
| 260 | |
▼a [S.l.]:
▼b Arizona State University.,
▼c 2020. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2020. |
| 300 | |
▼a 79 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: B. |
| 500 | |
▼a Advisor: Crnic, Keith. |
| 502 | 1 |
▼a Thesis (Ph.D.)--Arizona State University, 2020. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a The construct of adult emotional intelligence has gained increasing attention over the last 15 years given its significant socioemotional implications for the ability to label, understand, and regulate emotions. There is a gap, however, in understanding how emotional intelligence develops in children. Parenting is one of the most salient predictors of children's behavior and the current study investigated its prospective link to children's emotional intelligence. More preceisely, this study took a differentiated approach to parenting by examining the distinct contributions of maternal sensitivity and emotion socialization to children's emotional intelligence. In addition, executive function, considered a "conductor" of higher-order skills and a neurocognitive correlate of emotional intelligence, was examined as a possible mechanism by which parenting influences emotional intelligence. Data were collected from 269 Mexican-American mother-child dyads during 2-year (parenting), 4.5-year (executive function), and 6-year (emotional intelligence) laboratory visits. Both parenting variables were assessed by objective observer ratings. Exeutive function and emotional intelligence were examined as latent constructs comprised of relevant parent-reported and objective measures. Due to a lack of adequate fit, the emotional intelligence variable was separated into two distinct latent constructs, emotion knowledge/understanding and emotion dysregulation. Results indicated that neither dimension of parenting was predictive of dimensions of emotional intelligence. On the other hand, children's executive function was positively related to emotion knowledge. Finally, executive function did not emerge as a mediator of the relation between parenting and dimensions of emotional intelligence. Taken together, these findings highlight the need for a nuanced developmental and bioecological framework in the study of childen's executive function and emotional intelligence. |
| 590 | |
▼a School code: 0010. |
| 650 | 4 |
▼a Psychology. |
| 650 | 4 |
▼a Developmental psychology. |
| 690 | |
▼a 0621 |
| 690 | |
▼a 0620 |
| 710 | 20 |
▼a Arizona State University.
▼b Psychology. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-04B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0010 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2020 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15491544
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |