THE RELATIONS OF EMOTIONALITY AND REGULATION TO PRESCHOOLERS SOCIAL SKILLS AND SOCIOMETRIC STATUS

The purpose of this study was to examine the relations of emotionality (intensity and negative emotion) and regulation (coping and attention al regulation) to preschoolers' social skills (as rated by adults) and sociometric status. Teachers' ratings of children's constructive copi ng and attentional control were positively related to boys' social ski lls and peer status, whereas negative affect was negatively related. A cting out (vs. avoidant) coping and emotional intensity were negativel y related to girls' and boys' social skills and boys' peer status. In addition, mothers' reports of boys' coping by seeking social support a nd low emotional intensity were associated with boys' positive social functioning, whereas avoidant coping was positively related to girls' rated social skills. The results are discussed in relation to research on emotion regulation and coping with emotion in interpersonal contex ts.