这是用户在 2025-6-9 4:04 为 https://app.immersivetranslate.com/pdf-pro/uploading/ 保存的双语快照页面，由 沉浸式翻译 提供双语支持。了解如何保存？

OPEN ACCESS  开放获取

EDITED BY  编辑

Abdel-Hameed Al-Mistarehi, Johns Hopkins Medicine, United States
阿卜杜勒-哈米德·阿尔-米斯塔雷希，约翰霍普金斯医学院，美国

REVIEWED BY  审稿人

Darpan Kaur,  达尔潘·考尔，
Mahatma Gandhi Missions Medical College and Hospital, India
印度马哈特玛·甘地医疗使命医学院及附属医院
Ebtesam Rababah,  埃布特萨姆·拉巴巴，
Yarmouk University, Jordan
约旦雅尔穆克大学

*CORRESPONDENCE  *通信作者

Amani F. Qashmer  阿玛尼·F·卡什默
区 a.qashmer@ju.edu.jo  邮箱：a.qashmer@ju.edu.jo
received 05 March 2023
收稿日期：2023 年 3 月 5 日
ACCEPTED 28 August 2023
2023 年 8 月 28 日收稿
published 08 September 2023
2023 年 9 月 8 日刊发

CITATION  引用格式

Qashmer AF (2023) Emotion regulation among 4-6 year-old children and its association with
Qashmer AF (2023) 4-6 岁儿童情绪调节及其与
their peer relationships in Jordan
他们在约旦的同龄人关系
Front. Psychol. 14:1180223.
《心理学前沿》14:1180223.
doi: 10.3389/fpsyg.2023.1180223
© 2023 Qashmer. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
© 2023 卡什梅尔。本文是一篇开放获取文章，依据知识共享署名许可协议（CC BY）条款发布。允许在其他论坛使用、传播或复制，但须按照学术惯例注明原文作者与版权所有者，并引用本刊原始出版物。任何不符合上述条款的使用、传播或复制均不被允许。

Emotion regulation among 4-6 year-old children and its association with their peer relationships in Jordan
约旦 4-6 岁儿童情绪调节能力及其同伴关系研究

Amani F. Qashmer © *
阿玛尼·F·卡什梅尔 著 © *Department of Educational Psychology, Faculty of Educational Sciences, The University of Jordan, Amman, Jordan
约旦大学教育科学学院教育心理学系，安曼，约旦

Abstract  摘要

Specific characteristics and competencies are required for maintaining peer relationships, and this study hypothesizes that emotion regulation is one of the competencies. The current study aimed to investigate the association between emotion regulation and peer relationships in 4-6-year-old children, and examine the sex differences among them. This study examined sex differences in peer relationships and the emotion regulation ability of children aged 4 − 6 4 − 6 4-64-6 years. The study sample comprised 300 children aged 4-6 years [170 girls (56.7%) and 130 boys (43.3%)] studying in kindergarten and first grade in Jordan. As part of data collection, questionnaires were distributed to teachers. The Emotion Regulation Scale (ERC) was used to measure emotion regulation, and the Social Competence and Behavior Evaluation (SCBE) scale, a subscale of the SCBE, was utilized to assess peer relationships. The results revealed a positive relationship between emotion regulation and positive poles of peer relationships (integrated, calm, and pro-social) and a significant negative relationship between emotional lability/ negativity and positive poles of peer relationships. These results can be used to design intervention programs to reduce aggressive behavior in children.
维持同伴关系需要特定的特质与能力，本研究假设情绪调节正是其中一项关键能力。本研究旨在探讨 4-6 岁儿童情绪调节与同伴关系的关联性，并分析其中存在的性别差异。研究调查了 4 − 6 4 − 6 4-64-6 岁儿童在同伴关系及情绪调节能力方面的性别差异，样本包含约旦幼儿园及小学一年级 300 名 4-6 岁儿童[女生 170 人(56.7%)，男生 130 人(43.3%)]。通过向教师发放问卷收集数据，采用情绪调节量表(ERC)测量情绪调节能力，并运用社交能力与行为评估量表(SCBE)中的子量表评估同伴关系。研究结果表明：情绪调节与同伴关系的积极维度（融入性、冷静性、亲社会性）呈正相关；而情绪不稳定/消极性与同伴关系积极维度则呈现显著负相关。 这些研究结果可用于设计干预方案，以减少儿童的攻击性行为。

KEYWORDS  关键词

emotion regulation, social behavior, Jordan, peer relationship, pro-social, young children
情绪调节、社会行为、约旦、同伴关系、亲社会行为、幼儿

1. Introduction  1. 引言

Personality, knowledge, skills, habits, and identity are shaped throughout life starting from the early developmental period of childhood (Richter et al., 2015). Children in early childhood exhibit social development and learning potential. They spend a substantial amount of time in kindergarten and schools, which increases their opportunity to establish and build trustworthy, consistent, and secure relationships with their peers (Yuniar, 2021). In early childhood, creating friendships and interacting with peers are normal behaviors. Paulus (2016) elaborated that the predominant feature of this developmental period is making friends, maintaining friendships, participating in a group, and most significantly, developing a sense of others’ needs, which helps develop an altruistic sharing behavior and resource allocation. This in turn helps construct and maintain social relationships with peers.
性格、知识、技能、习惯和身份认同从儿童早期发展阶段就开始塑造，并贯穿一生（Richter 等，2015）。幼儿期的儿童展现出社交发展和学习潜力。他们在幼儿园和学校度过大量时间，这增加了与同伴建立可信赖、稳定且安全关系的机会（Yuniar，2021）。在幼儿期，建立友谊和与同伴互动是常见行为。Paulus（2016）阐述道，这一发展阶段的主要特征是结交朋友、维持友谊、参与群体活动，最重要的是培养对他人需求的感知能力，这有助于形成利他式分享行为和资源分配意识，进而帮助构建和维护与同伴的社会关系。
Peer relationships are interactions between individuals of the same age, characteristics, development level, and with a common lifestyle and social context (Özokçu, 2018). In peer relationships, the age between 4 and 6 years constitutes a period of rapid growth and development in which the children’s ability to get involved and participate in peer groups show
同伴关系是指年龄相仿、特征相似、发展水平相当且具有共同生活方式和社会背景的个体之间的互动（Özokçu，2018）。在 4 至 6 岁这一快速成长发育阶段，儿童参与同伴群体互动的能力开始显著展现
the stability of such relationships (Guralnick et al., 2006). The complexity of relationships increases as children transition from preschool to primary school, particularly between 5 and 6 years of age, during which social acceptance and rejection in preschool transform into performing and being involved in more cooperative and collaborative tasks (Andrés-Roqueta et al., 2016). This phase introduces other demands and opportunities for social and emotional development (Gifford-Smith and Brownell, 2003). Transition to primary school implies the transition to a new environment of peers where children become social together, presenting the opportunity to get involved in the second relationship environment that comes after the one of the family (Çiçekoğlu et al., 2019). In primary school, peer relationships become a coping strategy (Walker et al., 2016; McGillicuddy, 2021).
这种关系的稳定性（Guralnick 等，2006）。当儿童从幼儿园过渡到小学时，特别是 5 至 6 岁期间，人际关系的复杂性会显著增加——幼儿园阶段的社会接纳与排斥现象，会逐渐转化为更多需要执行和参与的合作性任务（Andrés-Roqueta 等，2016）。这一阶段为社交与情感发展带来了新的要求和机遇（Gifford-Smith 与 Brownell，2003）。进入小学意味着融入新的同龄人环境，儿童在此进行集体社交活动，这为他们提供了继家庭关系之后的第二个重要人际关系环境（Çiçekoğlu 等，2019）。在小学阶段，同伴关系成为一种应对策略（Walker 等，2016；McGillicuddy，2021）。
Peer relationships comprise various positive or negative social and psychological behaviors, such as being accepted and liked by peers and being playmates or being unwanted, rejected, and bullied (Çiçekoğlu et al., 2019). The effect of childhood peer relationships on adolescence and later life has been studied extensively in the literature; positive and successful peer relationships in childhood protect against mental disorders in adulthood (Jiang and Wang, 2020; Kehusmaa et al., 2022), whereas children who experience difficulty in peer relationships may develop difficulties in relationships later in their lives (Schwartz et al., 2021).
同伴关系包含各种积极或消极的社会心理行为，例如被同伴接纳喜爱成为玩伴，或是遭到排斥拒绝甚至欺凌（Çiçekoğlu 等，2019）。大量研究表明童年期同伴关系对青少年阶段及后续人生具有深远影响：童年期积极良好的同伴关系能预防成年后的心理障碍（Jiang 和 Wang，2020；Kehusmaa 等，2022），而存在同伴关系困难的儿童则可能在今后的人际关系中持续遭遇困境（Schwartz 等，2021）。
Observation of children’s behavior with peers involve naturalistic and dominant measurements of peer relationships and children’s behavior. Observational results emphasized that children who were liked by their peers were skilled communicators and leaders, and were social, helpful, sensitive, agreeable, and cooperative (McDonald and Rubin, 2017). Moreover, pro-social behaviors were more likely to result in successful peer relationships and interactions (Wang et al., 2021). In contrast, children who were disliked by their peers were more likely to develop aggressive and disruptive behavior with peers and become shy, withdrawn, socially anxious, and/or experience higher levels of loneliness, particularly in early childhood (LaFreniere and Dumas, 2003; McDonald and Rubin, 2017). While aggression, disruption, and loneliness in children are defined as externalizing problems, those of withdrawal and social anxiety are defined as internalizing problems (LaFreniere and Dumas, 2003; McDonald and Rubin, 2017). Furthermore, these characteristics are the formed as a result of emotional reactions to positive or negative peer behaviors that develop the child’s emotion regulation ability to manage these reactions (Hamaidi et al., 2021).
观察儿童与同伴互动的行为涉及对同伴关系和儿童行为的自然主义主导测量。研究结果强调，受同伴喜爱的儿童往往具备良好的沟通能力与领导才能，表现出社交性、乐于助人、敏感体贴、随和友善及合作精神（McDonald 与 Rubin，2017 年）。此外，亲社会行为更可能促成成功的同伴关系与互动（Wang 等，2021 年）。与之相反，不受同伴欢迎的儿童更容易对同伴表现出攻击性和破坏性行为，并变得害羞退缩、社交焦虑和/或体验更高程度的孤独感，这种现象在幼儿期尤为明显（LaFreniere 与 Dumas，2003 年；McDonald 与 Rubin，2017 年）。儿童的攻击行为、破坏行为和孤独感被界定为外化问题，而退缩行为和社交焦虑则被归类为内化问题（LaFreniere 与 Dumas，2003 年；McDonald 与 Rubin，2017 年）。 此外，这些特质源于儿童对同伴积极或消极行为的情感反应，正是这些反应塑造了他们管理情绪的能力（Hamaidi 等，2021）。
Emotion regulation is a significant aspect of early childhood. It is a complex management process of emotional arousal (Crowell, 2021). Gülay Ogelman and Fetihi (2021) mentioned emotion regulation as a spontaneous, intrinsic, and environmental process since it involves regulating negative emotions according to the surroundings. Emotion regulation develops during the neonatal period, where regulation is internally and intrinsically organized. In toddlerhood, emotions are not controlled independently, while in the next 2 years, independent control of emotions increases (Crowell, 2021). Emotional development is correlated with social development. Positive and effective interactions between children and their caregivers foster emotion regulation ability (Sroufe, 1996).
情绪调节是幼儿发展的重要维度。它是一个复杂的情绪唤醒管理过程（Crowell，2021）。Gülay Ogelman 和 Fetihi（2021）将情绪调节描述为自发的、内在的与环境互动的过程，因其需要根据环境调节负面情绪。情绪调节能力始于新生儿期，此时调节机制由内在生理系统主导；至学步期，儿童尚不能自主控制情绪；而随后两年间，其情绪自主控制能力显著提升（Crowell，2021）。情绪发展与社会发展密切相关，儿童与照料者之间积极有效的互动能促进情绪调节能力发展（Sroufe，1996）。
Several theories describe the dominant relationship between emotional and social developments. Ekman (1992) proposed that emotions prepare the individual to respond in interpersonal situations.
多种理论阐述了情绪发展与社会发展的主导性关联。Ekman（1992）提出，情绪本质上是个体应对人际情境的准备机制。
In the preschool period, emotion regulation is developed in the family environment and affected by parents’ behavior and their marital relationship (Chen et al., 2018). Fully independent emotion regulation is related to brain development from 3 to 6 years of age. Children, once exposed to peers, prefer those who exhibit high inhibitory control of negative emotions because children start to integrate negotiation, cooperation, and competitive strategies (López-Pérez and Pacella, 2021).
在学龄前阶段，情绪调节能力的发展植根于家庭环境，并受父母行为及婚姻关系的影响（Chen 等，2018）。完全独立的情绪调节与 3 至 6 岁儿童的大脑发育密切相关。当儿童开始接触同伴时，会更倾向于选择那些对负面情绪表现出高度抑制控制的玩伴，因为这个阶段的儿童正开始整合协商、合作与竞争策略（López-Pérez 和 Pacella，2021）。
Hernández et al. (2017) found that children’s emotions are a predictor of their social relationships. Similarly, Gülay and Önder (2013) found that emotions are predictors of pro-social behavior and peer relationships in 5-6-year-old children, and showed that those who express positive emotions exhibit a higher level of pro-social behavior and like their peers more. Similarly, a significant negative correlation has been reported between emotion regulation and internalized and externalized behavior problems. A prevalent finding in peer relationships supports the association between emotion regulation and peer relationships (e.g., Sarac et al., 2020; Gülay Ogelman and Fetihi, 2021).
Hernández 等（2017）研究发现，儿童情绪状态是其社会关系的重要预测指标。类似地，Gülay 和Önder（2013）通过对 5-6 岁儿童的研究证实，情绪表现既能预测亲社会行为，也能预示同伴关系质量——那些更常表达积极情绪的儿童不仅表现出更高水平的亲社会行为，对同伴也展现出更强的喜爱倾向。研究还发现，情绪调节能力与内化和外化行为问题呈显著负相关。多项关于同伴关系的研究一致支持情绪调节与同伴关系之间的关联性（如 Sarac 等，2020；Gülay Ogelman 和 Fetihi，2021）。

1.1. Emotion regulation in the Jordanian context
1.1 约旦情境下的情绪调节研究

In light of the aforementioned discussion, it is evident that it is important to study how children regulate their emotions in international settings. There have been prior studies conducted in Jordan. These studies are significant because they provide insight into emotion regulation among kindergarten students in Jordan within a variety of early education environments. The present study focuses on a variety of aspects of emotion regulation and social competence in Jordanian children. In the Jordanian context, certain research also focused on emotion regulation. One study (Mattar et al., 2020) investigated the relationship between emotion regulation and academic challenges in early childhood education in Jordan. The study looked at the emotion regulation and academic challenges of children in first-grade in Jordan. The findings revealed a significant relationship between emotion regulation and academic difficulties, especially among male students. The results emphasized the importance of emotion regulation in predicting academic achievement.
基于上述讨论，显然研究儿童在国际化环境中的情绪调节机制具有重要意义。约旦国内已开展过相关前期研究，这些研究的重要性在于揭示了不同早期教育环境下约旦幼儿园学童的情绪调节特征。本研究重点关注约旦儿童情绪调节与社会能力的多维表现。在约旦研究背景下，部分学者同样聚焦于情绪调节领域。Mattar 等人（2020）的研究探讨了约旦幼儿教育中情绪调节与学业挑战的关联性，该研究以约旦一年级学童为对象，分析其情绪调节能力与学业困难的关系。研究结果显示情绪调节与学业困境存在显著相关性，这种关联在男生群体中尤为突出，研究成果凸显了情绪调节能力对学业成就的预测价值。
Alziyoudi and Mattar (2019), in their study, investigated the predictive capacity of cognitive control for emotion regulation and social competence in first-grade students at private schools in Amman, Jordan. The results demonstrated a relationship between cognitive control and emotion regulation in children. Furthermore, the findings revealed no gender differences in the relationship between cognitive control and emotion regulation. Hamaidi et al. (2021) investigated emotion regulation and social competence in kindergarten children. Additionally, the relationship between emotion regulation and social competence, as well as its subdomains (overall emotional adjustment, social interactions with peers, and adults), were examined. The study findings revealed that participants have an average level of emotion regulation and social competence. Children’s emotion regulation and social competence had a statistically significant relationship. While Hamaidi et al. (2021) examined emotional regulation and social competence using all the subdomains, this study focuses on one of the subdomains using a sample comprising participants distributed across a wider age range. In the study of Hamaidi et al. (2021), the
Alziyoudi 和 Mattar（2019）在其研究中探讨了约旦安曼私立小学一年级学生认知控制对情绪调节与社会能力的预测作用。研究结果表明，儿童的认知控制与情绪调节之间存在关联。此外，研究还发现认知控制与情绪调节的关系不存在性别差异。Hamaidi 等人（2021）调查了幼儿园儿童的情绪调节与社会能力状况，并分析了情绪调节与社会能力及其子领域（整体情绪适应、同伴社交互动、成人社交互动）之间的关系。研究结果显示，参与者的情绪调节与社会能力处于平均水平，且儿童情绪调节与社会能力存在统计学上的显著关联。虽然 Hamaidi 等人（2021）使用了全部子领域来考察情绪调节与社会能力，但本研究聚焦其中一个子领域，且样本覆盖的年龄范围更为广泛。 在 Hamaidi 等人（2021 年）的研究中，
participants were exclusively KG2 children. In this study, the participants were KG1, KG2, and first grade students. This research is consistent with recommendations of Hamaidi et al. (2021).
参与者仅限于 KG2（幼儿园大班）儿童。而本研究的参与者包括 KG1（幼儿园小班）、KG2（幼儿园大班）和小学一年级学生。这项研究与 Hamaidi 等人（2021 年）的建议相一致。
This study employs a correlational descriptive design. The main contribution is to test these variables in the Jordanian context and provide the educators with knowledge about emotion regulation and peer relationship in this period of development.
本研究采用相关性描述设计，其主要贡献在于测试这些变量在约旦背景下的表现，并为教育工作者提供关于此发展阶段情绪调节与同伴关系的知识。

1.2. The present study
1.2. 本研究概述

A review of previous Jordanian research on emotion regulation revealed that the primary focus was on the relationship between emotion regulation and academic difficulties and school readiness of first grade students (6-year-old). Furthermore, previous research investigated first-graders’ predictive ability of cognitive control for emotion management and social competency with adults and peers. All existing Jordanian studies on emotion regulation recommended further research involving various age groups. As a result, this study focused on kindergarten children’s emotion regulation and its relationship to social competence at the preschool stage.
对约旦现有情绪调节研究的回顾显示，先前研究主要聚焦于一年级学生（6 岁儿童）情绪调节与学业困难及入学准备之间的关系。此外，既往研究还探讨了一年级学生认知控制能力对情绪管理、以及与成人和同伴社交能力的预测作用。所有约旦现有关于情绪调节的研究都建议后续应对不同年龄段群体展开更多研究。因此，本研究重点关注幼儿园儿童的情绪调节及其与学前阶段社交能力的关系。
This study pursued its aim by testing emotion regulation and peer relationship which is an aspect of social competence.
本研究通过测试情绪调节和同伴关系（社会能力的一个方面）来实现其目标。
The purpose of this study was to determine the association between peer relationships and emotion regulation levels and examine the differences in both peer relationships and emotion regulation based on sex in 4-6-year-old children. The study hypothesized that peer relationships among 4-6-year-old Jordanian children would be associated with their emotion regulation (e.g., Sarac et al., 2020; Gülay Ogelman and Fetihi, 2021), and that peer relationship and emotion regulation would differ between female and male children (Dunsmore et al., 2008; Chen et al., 2018; Rose and Smith, 2018; López-Pérez and Pacella, 2021). This is the first study in Jordan that investigates emotion regulation and peer relationships and the correlation between them among 4 − 6 4 − 6 4-64-6-year-old children unlike Hamaidi et al. (2021), who studied social competence with emotion regulation. However, both this study and Hamaidi et al. (2021) focused on the same developmental stage (early childhood), but the participants’ age range is much wider in this study, as described earlier.
本研究的目的是确定 4-6 岁儿童同伴关系与情绪调节水平之间的关联，并基于性别考察两者差异。研究假设约旦 4-6 岁儿童的同伴关系会与其情绪调节相关（如 Sarac 等人，2020；Gülay Ogelman 和 Fetihi，2021），且女童与男童在同伴关系和情绪调节上存在差异（Dunsmore 等人，2008；Chen 等人，2018；Rose 和 Smith，2018；López-Pérez 和 Pacella，2021）。这是约旦首项针对 4 − 6 4 − 6 4-64-6 岁儿童情绪调节与同伴关系及其相关性的研究，不同于 Hamaidi 等人（2021）关于情绪调节与社会能力的研究。但两项研究都聚焦相同发展阶段（幼儿期），不过如前述，本研究的参与者年龄范围更广。

2. Materials and methods
2. 材料与方法

This study adopted the correlational descriptive method, since it attempted to investigate the association between peer relationships and emotion regulation. Correlational research investigates the existence of a relationship between two variables without addressing the aspects influencing the variables or manipulating them. The study was descriptive because it described the existing relationship between tested variables (Fraenkel et al., 2012).
本研究采用相关性描述法，旨在探究同伴关系与情绪调节之间的关联。相关性研究仅考察两个变量间是否存在关联，而不涉及影响变量的因素或对其进行操控。该研究具有描述性特征，因其对测试变量间现存关系进行了描述（Fraenkel 等人，2012 年）。

2.1. Participants  2.1 研究对象

Participants were 300 children aged 4-6 years studying at the preschool or elementary school (attending kindergarten and first grade) level in private and public mainstream educational institutions in the university educational province, Amman, Jordan. They had an
研究对象为约旦安曼大学教育区内公立和私立主流教育机构的 300 名 4-6 岁儿童，这些儿童正在学前教育或小学阶段（幼儿园大班至一年级）就读。
average age of 5.6 years (standard deviation, SD = 0.54 SD = 0.54 SD=0.54\mathrm{SD}=0.54 years). There were 170 girls ( 56.7 % 56.7 % 56.7%56.7 \% ) and 130 boys ( 43.3 % 43.3 % 43.3%43.3 \%; Table 1). None of the participants had any developmental disorders. They were randomly selected randomly using the simple random sampling from both private and public schools. According to Fraenkel et al. (2012, p.103), the minimum sample size should be 50 for correlational research. Thus, the current sample size was convenient for the study purposes. According to the Ministry of Education, 39,201 students were registered in kindergarten and first grade in Amman for the academic year 2021/2022. The Stephen Thompson equation (380) was utilized to determine the size of the study sample. The author distributed 380 questionnaires; thus, the current sample is deemed convenient and representative of the population. The response rate, however, was (0.79). In the academic year 2021/2022, homeroom teachers completed 300 questionnaires for children after their parents/ guardians signed the relevant consent forms.
平均年龄 5.6 岁（标准差 SD = 0.54 SD = 0.54 SD=0.54\mathrm{SD}=0.54 岁）。其中女生 170 名（ 56.7 % 56.7 % 56.7%56.7 \% ），男生 130 名（ 43.3 % 43.3 % 43.3%43.3 \% ；见表 1）。所有参与者均无发育障碍。研究者采用简单随机抽样法从公立和私立学校中随机选取样本。根据 Fraenkel 等人（2012，第 103 页）的研究，相关性研究的最小样本量应为 50 人。因此当前样本量符合研究需求。根据教育部数据，2021/2022 学年安曼地区共有 39,201 名幼儿园及一年级注册学生。本研究采用 Stephen Thompson 公式（380）确定样本量，共发放 380 份问卷，当前样本具有代表性和便利性。问卷回收率为 0.79。2021/2022 学年期间，班主任教师在家长/监护人签署同意书后，共完成 300 份儿童问卷。

2.2. Measures  2.2 测量工具

2.2.1. Emotion regulation
2.2.1 情绪调节

The study used the 24-item Emotion Regulation Checklist (ERC) developed by Shields and Cicchetti (1997). The items are classified into two dimensions: emotion regulation (eight items) and lability/ negativity ( 15 items); the aggregate scores of these two dimensions represent regulation and dysregulation, respectively. Teachers responded to the items on the quartic rating scale from 1 to 4 where 1 = rarely/never, 2 = 2 = 2=2= sometimes, 3 = 3 = 3=3= often, and 4 = 4 = 4=4= almost always. The scale has satisfactory psychometric properties; it has demonstrated a high internal consistency of 0.89 in an American sample (Shields and Cicchetti, 1997). Cronbach’s alpha in a Brazilian sample were 0.84 and 0.74 and 0.96 and 0.83 in a Turkish sample, for lability/negativity and emotion regulation dimensions, respectively (Reis et al., 2016). For the present study, the two dimensions showed a high internal consistency with Cronbach’s alpha of 0.82 and 0.89 for lability/negativity and emotion regulation, respectively.
本研究采用 Shields 和 Cicchetti（1997）编制的 24 项情绪调节核查表（ERC）。项目分为两个维度：情绪调节（8 项）和情绪易变性/消极性（15 项）；这两个维度的总分分别代表调节功能和失调程度。教师采用 1-4 级评分量表作答，其中 1=极少/从不， 2 = 2 = 2=2= 有时， 3 = 3 = 3=3= 经常， 4 = 4 = 4=4= 几乎总是。该量表具有令人满意的心理测量学特性，在美国样本中显示出 0.89 的高内部一致性（Shields 和 Cicchetti，1997）。在巴西样本中，情绪易变性/消极性和情绪调节维度的克伦巴赫α系数分别为 0.84 和 0.74；在土耳其样本中分别为 0.96 和 0.83（Reis 等，2016）。本研究中，两个维度也表现出较高的内部一致性，情绪易变性/消极性和情绪调节的克伦巴赫α系数分别为 0.82 和 0.89。

2.2.2. Peer relationships
2.2.2. 同伴关系

The study used the 30-item social interaction with peer’s subscale of the Arabic version of the Social Competence and Behavior Evaluation scale (SCBE), preschool edition (LaFreniere and Dumas, 2003). The scale comprises three subscales related to children’s social interaction with their peers-isolated-integrated (10 items), aggressive-calm (10 items), and egotistical-pro-social (10 items). Each subscale assesses positive and negative qualification poles. Positive qualification poles are integrated, calm, and pro-social, and negative ones are isolated, aggressive, and egotistical. Negative pole items such as “inactive, watches the other children play,” were inversely coded. Teachers responded to the items on a six-point rating scale ( 1 = 1 = 1=1= almost
该研究采用了阿拉伯版《社会能力与行为评估量表》（SCBE）学前版（LaFreniere 和 Dumas，2003 年）中与同伴社会互动的 30 项子量表。该量表包含三个与儿童同伴互动相关的子量表：孤立-融合（10 项）、攻击-平静（10 项）和自我中心-亲社会（10 项）。每个子量表评估积极和消极的资格两极。积极的资格两极是融合、平静和亲社会，消极的两极是孤立、攻击性和自我中心。消极两极的项目，如"不活跃，看着其他孩子玩耍"，被反向编码。教师采用六点评分量表（0=几乎从不）对项目进行评分。
TABLE 1 Distribution of the sample according to sex.
表 1 样本性别分布
Independent variable  自变量 Category  类别 Number  数字 Frequency/ percentage  频率/百分比
Sex of children  儿童性别 Male  男性 130 43.3
Female  女性 170 56.7
Total  总计 300 100
Independent variable Category Number Frequency/ percentage Sex of children Male 130 43.3 Female 170 56.7 Total 300 100| Independent variable | Category | Number | Frequency/ percentage | | :--- | :--- | :--- | :--- | | Sex of children | Male | 130 | 43.3 | | | Female | 170 | 56.7 | | Total | | 300 | 100 |
never to 6 = 6 = 6=6= almost always). The three subscales demonstrated satisfactory psychometric properties in Canadian and American standardization research. The test-retest reliability coefficient in ranged from 0.83 to 0.87 in the Canadian sample and 0.72 to 0.89 in the American sample, and all coefficients were highly significant ( p < 0.01 p < 0.01 p < 0.01p<0.01; LaFreniere and Dumas, 2003). Furthermore, all three subscales had high internal consistency; Cronbach’s alpha ranged from 0.84 to 0.91 in the Canadian sample and 0.81 to 0.87 in the American sample (LaFreniere and Dumas, 2003). In the present study, the subscales showed a high internal consistency, with Cronbach’s alpha ranging from 0.82 to 0.86 .
（从"从不"到"几乎总是"）。这三个分量表在加拿大和美国的标准化研究中均显示出令人满意的心理测量学特性。加拿大样本的重测信度系数介于 0.83 至 0.87 之间，美国样本则在 0.72 至 0.89 范围内，所有系数均具有高度显著性（ p < 0.01 p < 0.01 p < 0.01p<0.01 ；LaFreniere 和 Dumas，2003 年）。此外，三个分量表均具有较高的内部一致性：加拿大样本的克隆巴赫α系数介于 0.84 至 0.91，美国样本为 0.81 至 0.87（LaFreniere 和 Dumas，2003 年）。在本研究中，各分量表同样表现出较高的内部一致性，克隆巴赫α系数范围在 0.82 至 0.86 之间。

2.3. Procedure  2.3. 研究程序

Teachers completed both the ERC and SCBE scales for each child. The researcher obtained a signed consent form of participation from either the parents or the legal guardians of the children. Similarly, permissions from the head of the educational department office, university province in Amman, and from school administrations were obtained to conduct the study in both public and private schools. More than 24 teachers volunteered to complete the scales and after receiving the signed consent forms from parents and guardians, they answered the questionnaire during regular working hours. The teachers were engaged with children over 3-9 months, which enabled them to provide specific information about their behaviors. The researcher visited each school and kindergarten at least twice, with the main goal of meeting the teachers and explaining the questionnaire, providing consent forms and to collect the completed questionnaires. To represent the population, 380 questionnaires were distributed. There were 300 completed questionnaires with a response rate of 0.79 . The data were collected between November 29, 2021 and May 15, 2022.
教师需为每位儿童完成 ERC 量表和 SCBE 量表的填写。研究者获得了儿童父母或法定监护人签署的参与同意书，并取得了安曼省大学教育部门办公室负责人及公立私立学校管理方的研究许可。超过 24 名教师自愿参与量表填写，在收到家长及监护人签署的同意书后，他们于正常工作时间内完成了问卷。这些教师与儿童相处时长在 3-9 个月之间，能够准确描述儿童行为特征。研究者对每所学校和幼儿园至少进行了两次实地访问，主要目的是与教师会面、讲解问卷内容、发放同意书并回收已完成的问卷。为保障样本代表性，共发放 380 份问卷，实际回收有效问卷 300 份，回收率为 0.79。数据收集时间为 2021 年 11 月 29 日至 2022 年 5 月 15 日。

2.4. Analysis  2.4 数据分析

SPSS 28.0 was used for statistical analyses. The study primarily analyzed coded data using the Pearson correlation test which extracted the Pearson correlation coefficient. The coefficient is a numerical index representing the degree of association between two quantitative variables. Thus, it was appropriate for estimating the association between peer relationship and emotion regulation. Furthermore, the study used the student t t tt-test for independently investigating the difference in peer relationship and emotion regulation between girls and boys (Fraenkel et al., 2012).
采用 SPSS 28.0 进行统计分析。本研究主要使用皮尔逊相关性检验分析编码数据，提取皮尔逊相关系数。该系数是表示两个定量变量间关联程度的数值指标，因此适用于评估同伴关系与情绪调节之间的关联性。此外，研究采用独立样本 t 检验分别考察男女学生在同伴关系和情绪调节方面的差异（Fraenkel 等，2012）。

3. Results  3. 结果

3.1. Association between peer relationships and emotion regulation
3.1. 同伴关系与情绪调节的关联性

Table 2 shows the correlation between the variables. The variable isolate/integrate correlated negatively with emotional lability/ negativity ( r = − 0.314 , p < 0.01 r = − 0.314 , p < 0.01 r=-0.314,p < 0.01r=-0.314, p<0.01 ) and positively with emotion regulation ( r = 0.402 , p < 0.01 r = 0.402 , p < 0.01 r=0.402,p < 0.01r=0.402, p<0.01 ); there were positive correlations between aggressive/calm and emotion regulation ( r = 0.33 , p < 0.01 r = 0.33 , p < 0.01 r=0.33,p < 0.01r=0.33, p<0.01 ), egoistic/
表 2 显示各变量间的相关性。孤立/融入变量与情绪不稳定/消极性呈负相关（ r = − 0.314 , p < 0.01 r = − 0.314 , p < 0.01 r=-0.314,p < 0.01r=-0.314, p<0.01 ），与情绪调节呈正相关（ r = 0.402 , p < 0.01 r = 0.402 , p < 0.01 r=0.402,p < 0.01r=0.402, p<0.01 ）；攻击性/平静与情绪调节呈正相关（ r = 0.33 , p < 0.01 r = 0.33 , p < 0.01 r=0.33,p < 0.01r=0.33, p<0.01 ），自我中心/
TABLE 2 Correlation among variables.
表 2 变量间相关性
Lability/ negative  易变性/消极性 Emotion regulation  情绪调节
Isolated/ integrated  孤立性/整合性 Pearson correlation  皮尔逊相关系数 -0.314** 0.402**
Sig. (two-tailed)  显著性（双尾） 0.000 0.00
Aggressive/calm  激进/平静 Pearson correlation  皮尔逊相关系数 -0.400** 0.327**
Sig. (two-tailed)  显著性（双尾） 0.000 0.000
Egoistic/prosocial  利己/利他 Pearson correlation  皮尔逊相关系数 -0.350** 0.258 ∗ ∗ 0.258 ∗ ∗ 0.258^(****)0.258^{* *}
Sig. (two-tailed)  显著性（双尾） 0.000 0.000
Social interactions with peers (total)
与同龄人的社交互动（总计）		 Pearson correlation  皮尔逊相关系数 -0.418** 0.398**
Sig. (two-tailed)  显著性（双尾检验） 0.000 0.000
Lability/ negative Emotion regulation Isolated/ integrated Pearson correlation -0.314** 0.402** Sig. (two-tailed) 0.000 0.00 Aggressive/calm Pearson correlation -0.400** 0.327** Sig. (two-tailed) 0.000 0.000 Egoistic/prosocial Pearson correlation -0.350** 0.258^(****) Sig. (two-tailed) 0.000 0.000 Social interactions with peers (total) Pearson correlation -0.418** 0.398** Sig. (two-tailed) 0.000 0.000| | | Lability/ negative | Emotion regulation | | :--- | :--- | :--- | :--- | | Isolated/ integrated | Pearson correlation | -0.314** | 0.402** | | | Sig. (two-tailed) | 0.000 | 0.00 | | Aggressive/calm | Pearson correlation | -0.400** | 0.327** | | | Sig. (two-tailed) | 0.000 | 0.000 | | Egoistic/prosocial | Pearson correlation | -0.350** | $0.258^{* *}$ | | | Sig. (two-tailed) | 0.000 | 0.000 | | Social interactions with peers (total) | Pearson correlation | -0.418** | 0.398** | | | Sig. (two-tailed) | 0.000 | 0.000 |
**Correlation is significant at the 0.01 level (two-tailed).
**相关性在 0.01 水平上显著（双尾检验）。
pro-social and emotion regulation ( r = 0.26 , p < 0.01 r = 0.26 , p < 0.01 r=0.26,p < 0.01r=0.26, p<0.01 ), and emotion regulation and total social interaction with peers score ( r = 0.398 r = 0.398 r=0.398r=0.398, p < 0.01 ) p < 0.01 ) p < 0.01)p<0.01). There were negative correlations between aggressive/calm and emotional lability/negativity ( r = − 0.40 , p < 0.01 r = − 0.40 , p < 0.01 r=-0.40,p < 0.01r=-0.40, p<0.01 ), egoistic/ pro-social and emotion lability/negativity ( r = − 0.35 , p < 0.01 r = − 0.35 , p < 0.01 r=-0.35,p < 0.01r=-0.35, p<0.01 ), and emotion lability/negativity and total social interaction with peers score ( r = − 0.42 , p < 0.01 r = − 0.42 , p < 0.01 r=-0.42,p < 0.01r=-0.42, p<0.01 ).
亲社会行为与情绪调节呈正相关（ r = 0.26 , p < 0.01 r = 0.26 , p < 0.01 r=0.26,p < 0.01r=0.26, p<0.01 ），情绪调节与同伴社交互动总分也呈正相关（ r = 0.398 r = 0.398 r=0.398r=0.398 ， p < 0.01 ) p < 0.01 ) p < 0.01)p<0.01) ）。攻击性/冷静与情绪不稳定/消极性呈负相关（ r = − 0.40 , p < 0.01 r = − 0.40 , p < 0.01 r=-0.40,p < 0.01r=-0.40, p<0.01 ），自我中心/亲社会行为与情绪不稳定/消极性呈负相关（ r = − 0.35 , p < 0.01 r = − 0.35 , p < 0.01 r=-0.35,p < 0.01r=-0.35, p<0.01 ），情绪不稳定/消极性与同伴社交互动总分同样呈负相关（ r = − 0.42 , p < 0.01 r = − 0.42 , p < 0.01 r=-0.42,p < 0.01r=-0.42, p<0.01 ）。

3.2. Sex differences in peer relationships and emotion regulation
3.2 同伴关系与情绪调节的性别差异

Mann-Whitney and Wilcoxon tests were performed as non-paramedic tests since the data were not normally distributed. The tests examined the variation in both measures according to sex. Descriptive statistics and Mann-Whitney and Wilcoxon test results for all study variables are shown in Table 3. Results indicated no sex differences in lability/negativity [mean rank for boys (MRboy) = 148.17, sum of ranks ( S R ) = 19262.0 ( S R ) = 19262.0 (SR)=19262.0(S R)=19262.0; mean rank for girls (MRgirl) = = == 152.28, SR = 25888.0 = 25888.0 =25888.0=25888.0, Mann-Whitney = 10747.0 , p = 0.68 = 10747.0 , p = 0.68 =10747.0,p=0.68=10747.0, p=0.68 ], emotion regulation ( MRboy = 151.46 , SR = 19689.5 ; MRgirl = 149.77 , SR = ( MRboy = 151.46 , SR = 19689.5 ; MRgirl = 149.77 , SR = (MRboy=151.46,SR=19689.5;MRgirl=149.77,SR=(\mathrm{MRboy}=151.46, \mathrm{SR}=19689.5 ; \mathrm{MRgirl}=149.77, \mathrm{SR}= 25460.5, Mann-Whitney = 10925.5 , p = 0.87 = 10925.5 , p = 0.87 =10925.5,p=0.87=10925.5, p=0.87 ), and social interaction with peers ( MRboy = 151.18 , SR = 19653.5 ; ( MRboy = 151.18 , SR = 19653.5 ; quad(MRboy=151.18,quadSR=19653.5;quad\quad(\mathrm{MRboy}=151.18, \quad \mathrm{SR}=19653.5 ; \quad MRgirl = 149.98 = 149.98 =149.98=149.98, SR = 25496.5 SR = 25496.5 SR=25496.5\mathrm{SR}=25496.5, Mann-Whitney = 10961.5 , p = 0.91 = 10961.5 , p = 0.91 =10961.5,p=0.91=10961.5, p=0.91 ). Similarly, there were no differences in isolated/integrated (MRboy = 150.72 , SR = = 150.72 , SR = =150.72,SR==150.72, \mathrm{SR}= 19593.5; MRgirl=150.33, SR=25556.5, Mann-Whitney=11021.5, p = 0.97 ) p = 0.97 ) p=0.97)p=0.97), aggressive/calm (MRboy = 150.85, SR=19610.0; MRgirl = 150.24, SR=25540.0, Mann-Whitney=11005.0, p = 0.95 p = 0.95 p=0.95p=0.95 ), and egotistic/pro-social subscales ( ( quad(\quad( MRboy = 154.74 , S R = 20116.0 = 154.74 , S R = 20116.0 =154.74,quad SR=20116.0=154.74, \quad S R=20116.0; MRgirl = 147.26 , SR = 25034.0 = 147.26 , SR = 25034.0 =147.26,SR=25034.0=147.26, \mathrm{SR}=25034.0, Mann-Whitney = 10499.0 , p = 0.46 = 10499.0 , p = 0.46 =10499.0,p=0.46=10499.0, p=0.46 ).
由于数据不符合正态分布，采用 Mann-Whitney 和 Wilcoxon 非参数检验方法。检验分析了两种测量指标在性别上的差异。表 3 呈现了所有研究变量的描述性统计及 Mann-Whitney 与 Wilcoxon 检验结果。数据显示在情绪不稳定性/消极性维度上不存在性别差异[男生平均秩次(MRboy)=148.17，秩和 ( S R ) = 19262.0 ( S R ) = 19262.0 (SR)=19262.0(S R)=19262.0 ；女生平均秩次(MRgirl) = = == 152.28，秩和 SR = 25888.0 = 25888.0 =25888.0=25888.0 ，Mann-Whitney = 10747.0 , p = 0.68 = 10747.0 , p = 0.68 =10747.0,p=0.68=10747.0, p=0.68 ]，情绪调节维度 ( MRboy = 151.46 , SR = 19689.5 ; MRgirl = 149.77 , SR = ( MRboy = 151.46 , SR = 19689.5 ; MRgirl = 149.77 , SR = (MRboy=151.46,SR=19689.5;MRgirl=149.77,SR=(\mathrm{MRboy}=151.46, \mathrm{SR}=19689.5 ; \mathrm{MRgirl}=149.77, \mathrm{SR}= 25460.5，Mann-Whitney = 10925.5 , p = 0.87 = 10925.5 , p = 0.87 =10925.5,p=0.87=10925.5, p=0.87 )，以及与同伴的社交互动维度 ( MRboy = 151.18 , SR = 19653.5 ; ( MRboy = 151.18 , SR = 19653.5 ; quad(MRboy=151.18,quadSR=19653.5;quad\quad(\mathrm{MRboy}=151.18, \quad \mathrm{SR}=19653.5 ; \quad MRgirl = 149.98 = 149.98 =149.98=149.98 ， SR = 25496.5 SR = 25496.5 SR=25496.5\mathrm{SR}=25496.5 ，Mann-Whitney = 10961.5 , p = 0.91 = 10961.5 , p = 0.91 =10961.5,p=0.91=10961.5, p=0.91 )。同样地，在孤立/融合(MRboy = 150.72 , SR = = 150.72 , SR = =150.72,SR==150.72, \mathrm{SR}= 19593.5；MRgirl=150.33，SR=25556.5，Mann-Whitney=11021.5， p = 0.97 ) p = 0.97 ) p=0.97)p=0.97) )、攻击/平静(MRboy=150.85，SR=19610.0；MRgirl=150.24，SR=25540.0，Mann-Whitney=11005.0， p = 0.95 p = 0.95 p=0.95p=0.95 )及自我中心/亲社会子量表 ( ( quad(\quad( MRboy = 154.74 , S R = 20116.0 = 154.74 , S R = 20116.0 =154.74,quad SR=20116.0=154.74, \quad S R=20116.0 ；MRgirl = 147.26 , SR = 25034.0 = 147.26 , SR = 25034.0 =147.26,SR=25034.0=147.26, \mathrm{SR}=25034.0 ，Mann-Whitney = 10499.0 , p = 0.46 = 10499.0 , p = 0.46 =10499.0,p=0.46=10499.0, p=0.46 )方面也未发现显著差异。

4. Discussion  4. 讨论

The results of this study revealed a statistically significant association between social interaction with peers and emotion regulation in 4-6-year-old children; positive poles of social
本研究结果表明，4-6 岁儿童的同伴社交互动与情绪调节能力存在统计学显著关联；社交互动的积极表现
TABLE 3 The Mann-Whitney and Wilcoxon test results for variables according to sex.
表 3 按性别分类变量的曼-惠特尼与威尔科克森检验结果
Variables  变量 Gender  性别 N Mean rank  平均秩次 Sum of ranks  秩和 MannWhitney  曼-惠特尼检验 Wilcoxon  威尔科克森 Sig.  显著性
Isolated/integrated  隔离/整合 Boy  男孩 130 150.72 19593.50 11021.50 25556.50 0.969
Girl  女孩 170 150.33 25556.50
Aggressive/calm  激进/冷静 Boy  男孩 130 150.72 19610.00 11005.00 25540.0 0.952
Girl  女孩 170 150.24 25540.00
Egotistic/pro-social  自我/亲社会 Boy  男孩 130 154.74 20116.00 10499.00 25034.0 0.459
Girl  女孩 170 147.26 25034.00
Social interactions with peers
与同龄人的社交互动		 Boy  男孩 130 151.18 19653.50 10961.50 25496.50 0.905
Girl  女孩 170 149.98 25496.50
Emotion regulation  情绪调节 Boy  男孩 130 151.46 19689.50 10925.50 25460.50 0.867
Girl  女孩 170 149.77 25460.50
Lability/negativity  情绪不稳定/消极性 Boy  男孩 130 148.17 19262.00 10747.00 19262.00 0.684
Girl  女孩 170 152.28 25888.00
Variables Gender N Mean rank Sum of ranks MannWhitney Wilcoxon Sig. Isolated/integrated Boy 130 150.72 19593.50 11021.50 25556.50 0.969 Girl 170 150.33 25556.50 Aggressive/calm Boy 130 150.72 19610.00 11005.00 25540.0 0.952 Girl 170 150.24 25540.00 Egotistic/pro-social Boy 130 154.74 20116.00 10499.00 25034.0 0.459 Girl 170 147.26 25034.00 Social interactions with peers Boy 130 151.18 19653.50 10961.50 25496.50 0.905 Girl 170 149.98 25496.50 Emotion regulation Boy 130 151.46 19689.50 10925.50 25460.50 0.867 Girl 170 149.77 25460.50 Lability/negativity Boy 130 148.17 19262.00 10747.00 19262.00 0.684 Girl 170 152.28 25888.00 | Variables | Gender | N | Mean rank | Sum of ranks | MannWhitney | Wilcoxon | Sig. | | :--- | :--- | :--- | :--- | :--- | :--- | :--- | :--- | | Isolated/integrated | Boy | 130 | 150.72 | 19593.50 | 11021.50 | 25556.50 | 0.969 | | | Girl | 170 | 150.33 | 25556.50 | | | | | Aggressive/calm | Boy | 130 | 150.72 | 19610.00 | 11005.00 | 25540.0 | 0.952 | | | Girl | 170 | 150.24 | 25540.00 | | | | | Egotistic/pro-social | Boy | 130 | 154.74 | 20116.00 | 10499.00 | 25034.0 | 0.459 | | | Girl | 170 | 147.26 | 25034.00 | | | | | Social interactions with peers | Boy | 130 | 151.18 | 19653.50 | 10961.50 | 25496.50 | 0.905 | | | Girl | 170 | 149.98 | 25496.50 | | | | | Emotion regulation | Boy | 130 | 151.46 | 19689.50 | 10925.50 | 25460.50 | 0.867 | | | Girl | 170 | 149.77 | 25460.50 | | | | | Lability/negativity | Boy | 130 | 148.17 | 19262.00 | 10747.00 | 19262.00 | 0.684 | | | Girl | 170 | 152.28 | 25888.00 | | | |
interaction with peers (integrated, calm, and pro-social) positively associated with emotion regulation and negatively with emotional lability/negativity.
与同伴的互动（融入、平静且亲社会）与情绪调节呈正相关，与情绪不稳定/消极性呈负相关。
Children with a higher level of emotion regulation tend to hone their social interactions with peers, presenting higher levels of positive poles. Likewise, a higher level of emotion lability/negativity may lead to more negative poles of social interactions with peers (isolated, aggressive, and egotistic). Children who can adequately express and regulate their emotions exhibit less aggressive and more calm behavior, seek a pro-social solution to conflicts, and do not hurt their peers. Thus, they are favored by their peers. These children also have positive social interaction with peers because they demonstrate high positive abilities to relate to their peers in a caring and considerate manner. Children who regulate their emotions and express their feeling are even-tempered and pay attention to their peers. At the same time, those with a higher level of emotional lability/negativity are aggressive toward their peers, afraid of conflicts and disagreements, reluctant to assert themselves, unable to sustain pro-social change with peers, exhibit little concern for peers’ feelings or perspectives, and are inclined to social conflicts, and are, therefore, less preferred by their peers.
情绪调节能力较强的儿童往往能更好地与同伴进行社交互动，表现出更多积极特质。同样，情绪波动/消极性较高的儿童则容易在与同伴交往中呈现负面特征（如孤立、攻击性和自我中心）。能够恰当表达和调节情绪的儿童攻击行为较少，表现更为平和，会寻求亲社会方式解决冲突，不会伤害同伴，因而更受同伴欢迎。这些儿童还能以关怀体贴的方式与同伴相处，展现出积极的社交能力，从而建立良好的同伴关系。善于调节情绪、表达感受的儿童性情温和，会关注同伴需求。而情绪波动大/消极性高的儿童则对同伴具有攻击性，害怕冲突与分歧，不愿坚持己见，难以维持亲社会的同伴关系转变，很少顾及同伴感受或立场，容易引发社交冲突，因此较不受同伴青睐。
This result accommodates normal behavior in early childhood because children at this age start presenting themselves as social beings and acquiring a spectrum of social competencies, such as expressing their feelings, needs, and opinions, forming social relationships, and assimilating consequences. Hamaidi et al. (2021) stated that interacting with peers is associated with the conscious control of emotions, and that children with higher emotion regulation abilities are more likely to interact with others as they are more capable of managing their negative emotions. Similarly, the ability to successfully interact with peers is more likely to be associated with pro-social behavior (Wang et al., 2021). Children are more likely to prefer peers with high inhibitory control of negative emotion because they can negotiate, cooperate, and compete (López-Pérez and Pacella, 2021). Studies have indicated that peers rejected children who are aggressive and disruptive, shy, withdrawn, socially anxious, and/or have higher levels of loneliness that represent weak emotion regulation ability and higher emotion lability/negativity, which are associated
这一结果符合幼儿早期的正常行为表现，因为该年龄段儿童开始展现社会性特质，逐步掌握表达情感需求与观点、建立社交关系、理解行为后果等一系列社会能力。Hamaidi 等人（2021）指出，同伴互动与情绪意识控制相关，情绪调节能力较强的儿童更善于管理负面情绪，因而更倾向于主动交往。类似地，成功的同伴交往能力往往与亲社会行为存在关联（Wang 等，2021）。儿童通常更青睐对负面情绪具有高抑制力的同伴，因为这类伙伴更擅长协商、合作与良性竞争（López-Pérez 与 Pacella，2021）。研究表明，同伴群体往往会排斥具有攻击性、破坏性、害羞退缩、社交焦虑或高孤独感的儿童——这些特征反映出情绪调节能力薄弱及情绪易变性/消极性偏高，这些特质与
with peer relationship issues (LaFreniere and Dumas, 2003; McDonald and Rubin, 2017; Wang et al., 2021). Other studies found that positive emotions and a high level of emotion regulation are associated with pro-social behavior (Gülay and Önder, 2013) and are preferred by peers (Hernández et al., 2017). The results of this study are consistent with those of prior studies examining the association between emotion regulation and peer relationships (e.g., Sarac et al., 2020; Gülay Ogelman and Fetihi, 2021).
存在同伴关系问题的儿童（LaFreniere 和 Dumas，2003 年；McDonald 和 Rubin，2017 年；Wang 等人，2021 年）。其他研究发现，积极情绪和高水平的情绪调节与亲社会行为相关（Gülay 和Önder，2013 年），并更受同伴青睐（Hernández 等人，2017 年）。本研究结果与先前关于情绪调节与同伴关系关联的研究一致（例如 Sarac 等人，2020 年；Gülay Ogelman 和 Fetihi，2021 年）。
The current study’s findings indicate that there is no significant sex difference in children’s emotion regulation and social interactions with peers. This result contradicts that of studies that reported differences in social interaction with peers (Dunsmore et al., 2008; Rose and Smith, 2018) and emotion regulation (Chen et al., 2018; López-Pérez and Pacella, 2021) between girls and boys. However, consistent with this study, another study on Jordanian kindergarten children (Hamaidi et al., 2021) found no sex difference in emotion regulation and social competence, which included interaction with peers as an aspect of social competence. This inconsistency in sex differences may be due to the social, cultural, and contextual differences between the samples. Moreover, the large sample size of this study may have reduced the differences between girls and boys in social interaction with peers and emotion regulation.
本研究结果表明，儿童情绪调节能力及同伴社交互动方面不存在显著的性别差异。这一发现与先前研究结果相矛盾——既有研究曾报告女孩和男孩在同伴社交互动（Dunsmore 等，2008；Rose 和 Smith，2018）及情绪调节（Chen 等，2018；López-Pérez 和 Pacella，2021）方面存在差异。但与本研究发现一致的是，约旦幼儿园儿童研究（Hamaidi 等，2021）同样未发现情绪调节和社会能力（包含同伴互动作为社会能力维度）存在性别差异。这种性别差异的不一致性可能源于样本间社会文化背景的差异。此外，本研究的大样本量可能弱化了女孩和男孩在同伴社交互动及情绪调节方面的差异。

5. Conclusion  5. 结论

The study revealed a positive relationship between emotion regulation and positive poles of peer relationships (integrated, calm, and pro-social), and a negative relationship between liability/ negativity and positive poles of peer relationships. It is noteworthy that the results are robust to social desirability bias as the teachers responded to the questionnaires. The limitations of the study were its sample size and characteristics; the sample size was relatively small and excluded children with developmental deficits. Future studies should involve a larger sample with diverse characteristics, including children with developmental deficits in both public and private schools. Additionally, data on marital relationship, parenting style, and attachment style were not collected in this study. Future studies should
研究表明，情绪调节与同伴关系的积极方面（融入、平静和亲社会行为）呈正相关，而责任性/消极性与同伴关系的积极方面呈负相关。值得注意的是，由于问卷由教师填写，研究结果对社交期望偏差具有稳健性。本研究的局限性在于样本量和样本特征：样本量相对较小，且排除了存在发展缺陷的儿童。未来研究应扩大样本规模并涵盖多样化特征，包括公立和私立学校中具有发展缺陷的儿童。此外，本研究未收集关于婚姻关系、教养方式和依恋风格的数据，未来研究应予以补充。
address the potential impact of these variables on peer relationships and emotion regulation. The results of this study recommend addressing the bidirectional prediction model between peer relationships (integrated, calm, and pro-social) and emotion regulation in the same age group. The results can be important for parents of children, educational institutions, and practitioners aiming to develop appropriate prosocial behavior and reduce aggression in children. Furthermore, the findings will aid in the development of training and intervention programs to reduce aggressive behavior among preschoolers. The study’s findings pave the way for future research in this context.
探讨这些变量对同伴关系和情绪调节的潜在影响。本研究结果建议关注同龄群体中同伴关系（融合型、平和型、亲社会型）与情绪调节之间的双向预测模型。这些发现对于儿童家长、教育机构以及致力于培养儿童适当亲社会行为、减少攻击性的从业者具有重要意义。此外，研究结果将有助于制定培训和干预方案，以减少学龄前儿童的攻击行为。该研究成果为这一领域的后续研究奠定了基础。

Data availability statement
数据可用性声明

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
支持本文结论的原始数据将由作者在合理范围内提供。

Ethics statement  伦理声明

The studies involving humans were approved by The Ministry of Education in Amman, Jordan. The studies were conducted in accordance with the local legislation and institutional requirements. Written informed consent for participation in this study was provided by the participants’ legal guardians/next of kin.
涉及人类受试者的研究已获得约旦安曼教育部的批准。研究过程严格遵守当地法律法规及机构要求。所有参与者的法定监护人/近亲均签署了本研究书面知情同意书。

References  参考文献

Alziyoudi, N., and Mattar, J. (2019). The predictive ability of cognitive control for emotion regulation and social competence (with adults and peers) among first grade students at private schools in Amman - Jordan. Unpublished Doctoral Dissertation, University of Jordan, Jordan.
Alziyoudi, N., 和 Mattar, J. (2019). 约旦安曼私立小学一年级学生认知控制对情绪调节及社交能力（与成人和同伴）的预测作用。未发表博士论文，约旦大学，约旦。
Andrés-Roqueta, C., Adrian, J. E., Clemente, R. A., and Villanueva, L. (2016). Social cognition makes an independent contribution to peer relations in children with specific language impairment. Res. Dev. Disabil. 49-50, 277-290. doi: 10.1016/j. ridd.2015.12.015
Andrés-Roqueta, C., Adrian, J. E., Clemente, R. A., 和 Villanueva, L. (2016). 特定语言障碍儿童的社会认知能力对同伴关系的独立贡献。发展障碍研究. 49-50, 277-290. doi: 10.1016/j. ridd.2015.12.015
Chen, X., Wu, X., and Wang, Y. (2018). Mothers’ emotional expression and discipline and preschoolers’ emotional regulation strategies: gender differences. J. Child Fam. Stud. 27, 3709-3716. doi: 10.1007/s10826-018-1199-9
陈晓、吴欣和王燕（2018）。母亲情绪表达与管教方式对学龄前儿童情绪调节策略的影响：性别差异。《儿童与家庭研究杂志》27 卷，3709-3716 页。doi: 10.1007/s10826-018-1199-9
Çiçekoğlu, P., Durualp, E., and Kadan, G. (2019). Investigation of peer relations of preschool refugee and non-refugee children. Arch. Psychiatr. Nurs. 33, 319-324. doi: 10.1016/j.apnu.2019.01.004
奇切科格鲁·P、杜鲁阿尔普·E 和卡丹·G（2019）。学前难民与非难民儿童同伴关系研究。《精神病护理档案》33 卷，319-324 页。doi: 10.1016/j.apnu.2019.01.004
Crowell, J. A. (2021). Development of emotion regulation in typically developing children. Child Adolesc. Psychiatr. Clin. N. Am. 30, 467-474. doi: 10.1016/j. chc.2021.04.001
克罗威尔·J·A（2021）。典型发展儿童情绪调节能力的发展。《北美儿童与青少年精神病学临床》30 卷，467-474 页。doi: 10.1016/j.chc.2021.04.001
Dunsmore, J. C., Noguchi, R. J. P., Garner, P. W., Casey, E. C., and Bhullar, N. (2008). Gender-specific linkages of affective social competence with peer relations in preschool children. Early Educ. Dev. 19, 211-237. doi: 10.1080/10409280801 963897
邓斯莫尔·J·C、野口·R·J·P、加纳·P·W、凯西·E·C 和布拉尔·N（2008）。学龄前儿童情感社交能力与同伴关系的性别特异性关联。《早期教育与发展》19 卷，211-237 页。doi: 10.1080/10409280801963897
Ekman, P. (1992). An argument for basic emotions. Cognit. Emot. 6, 169-200. doi: 10.1080/02699939208411068
埃克曼, P. (1992). 基本情绪论. 认知与情绪 6, 169-200. doi: 10.1080/02699939208411068
Fraenkel, J., Wallen, N., and Hyun, H. (2012). How to Design and Evaluate Research in Education. New York, USA: McGraw-Hill.
弗兰克尔, J., 沃伦, N., 和 玄, H. (2012). 教育研究的设计与评估方法. 美国纽约: 麦格劳-希尔出版社.
Gifford-Smith, M. E., and Brownell, C. A. (2003). Childhood peer relationships: social acceptance, friendships, and peer networks. J. Sch. Psychol. 41, 235-284. doi: 10.1016/ S0022-4405(03)00048-7
吉福德-史密斯, M. E., 和 布朗内尔, C. A. (2003). 童年同伴关系: 社会接纳、友谊与同伴网络. 学校心理学杂志 41, 235-284. doi: 10.1016/ S0022-4405(03)00048-7
Gülay Ogelman, H. G., and Fetihi, L. (2021). Examination of the relationship between emotional regulation strategies of 5-year-old children and their peer relationships. Early Child Dev. Care 191, 49-57. doi: 10.1080/03004430.2019.1600513
居莱·奥格尔曼, H. G., 和 费提希, L. (2021). 5 岁儿童情绪调节策略与同伴关系的研究. 幼儿发展与护理 191, 49-57. doi: 10.1080/03004430.2019.1600513
Gülay, H., and Önder, A. (2013). A study of social-emotional adjustment levels of preschool children in relation to peer relationships. Int. J. Prim. Elem. Early Years Educ. 41, 514-522. doi: 10.1080/03004279.2011.609827
古莱和恩德尔（2013）。一项关于学龄前儿童社交情感适应水平与同伴关系的研究。《国际小学与幼儿教育期刊》41 卷，514-522 页。doi: 10.1080/03004279.2011.609827
Guralnick, M. J., Hammond, M. A., Connor, R. T., and Neville, B. (2006). Stability, change, and correlates of the peer relationships of young children with
古拉尼克、哈蒙德、康纳和内维尔（2006）。幼儿同伴关系的稳定性、变化及相关因素

Author contributions  作者贡献

AQ: study conception and design, data collection, analysis and interpretation of results, and manuscript preparation.
AQ：研究构思与设计、数据收集、结果分析与解释，以及文稿撰写。

Acknowledgments  致谢

The author would like to thank Editage (www.editage.com) for English language editing.
作者感谢 Editage（www.editage.com）提供的英文编辑服务。

Conflict of interest  利益冲突声明

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
作者声明本研究未涉及任何可能被视为潜在利益冲突的商业或财务关系。

Publisher's note  出版者注

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
本文表达的所有观点仅代表作者个人立场，未必反映其所属机构、出版方、编辑及审稿人的意见。文中提及的任何产品或制造商声明，均未获得出版方的担保或认可。
mild developmental delays. Child Dev. 77, 312-324. doi: 10.1111/j.1467-8624. 2006.00872.x
轻度发育迟缓。《儿童发展》77 卷，312-324 页。doi: 10.1111/j.1467-8624.2006.00872.x
Hamaidi, D. A., Mattar, J. W., and Arouri, Y. M. (2021). Emotion regulation and its relationship to social competence among kindergarten children in Jordan. Eur. J. Contemp. Educ. 10, 66-76. doi: 10.13187/ejced.2021.1.66
哈迈迪, D. A., 马塔尔, J. W., 阿鲁里, Y. M. (2021)。约旦幼儿园儿童情绪调节与社会能力的关系。《欧洲当代教育杂志》10 卷，66-76 页。doi: 10.13187/ejced.2021.1.66
Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Vanschyndel, S. K., Diaz, A., et al. (2017). Observed emotions as predictors of quality of kindergarteners’ social relationships. Soc. Dev. 26, 21-39. doi: 10.1111/sode. 12179
埃尔南德斯, M. M., 艾森伯格, N., 瓦利安特, C., 斯宾拉德, T. L., 范辛德尔, S. K., 迪亚兹, A., 等 (2017)。观察到的情绪作为幼儿园儿童社交关系质量的预测指标。《社会发展》26 卷，21-39 页。doi: 10.1111/sode.12179
Jiang, J., and Wang, P. (2020). Does early peer relationship last long? The enduring influence of early peer relationship on depression in middle and later life. J. Affect. Disord. 273, 86-94. doi: 10.1016/j.jad.2020.04.043
江静、王平（2020）。早期同伴关系能否持久？童年同伴关系对中老年抑郁的长期影响。《情感障碍杂志》273 卷，86-94 页。doi: 10.1016/j.jad.2020.04.043
Kehusmaa, J., Ruotsalainen, H., Männikkö, N., Alakokkare, A. E., Niemelä, M., Jääskeläinen, E., et al. (2022). The association between the social environment of childhood and adolescence and depression in young adulthood - a prospective cohort study. J. Affect. Disord. 305, 37-46. doi: 10.1016/j.jad.2022.02.067
凯胡斯玛等（2022）。童年及青少年时期社交环境与成年早期抑郁症的关联——一项前瞻性队列研究。《情感障碍杂志》305 卷，37-46 页。doi: 10.1016/j.jad.2022.02.067
Lafreniere, P.J., and Dumas, J.E. (2003). The social competence and behavior evaluation preschool edition scale (SCBE). Westren Psychological Services, WPS Publisher and Distributors.
拉弗雷尼尔、杜马斯（2003）。《学前儿童社会能力与行为评估量表（SCBE）》。西方心理服务公司，WPS 出版社与发行商。
López-Pérez, B., and Pacella, D. (2021). Interpersonal emotion regulation in children: age, gender, and cross-cultural differences using a serious game. Emotion 21, 17-27. doi: 10.1037/emo0000690
洛佩斯-佩雷斯、帕塞拉（2021）。儿童人际情绪调节：基于严肃游戏的年龄、性别及跨文化差异研究。《情绪》21 卷，17-27 页。doi: 10.1037/emo0000690
Mattar, J., Hamaidi, D., and Al Anati, J. (2020). Emotion regulation and its relationship to academic difficulties among Jordanian first grade students. Early Child Dev. Care 190, 1313-1322. doi: 10.1080 / 03004430.2018 .1534842 10.1080 / 03004430.2018 .1534842 10.1080//03004430.2018.153484210.1080 / 03004430.2018 .1534842
马塔尔、哈迈迪与阿拉纳提（2020）。约旦一年级学生情绪调节与学业困难的关系研究。《幼儿发展护理》190 卷，1313-1322 页。doi: 10.1080 / 03004430.2018 .1534842 10.1080 / 03004430.2018 .1534842 10.1080//03004430.2018.153484210.1080 / 03004430.2018 .1534842
McDonald, K., and Rubin, K. (2017). “Peer relationships and influence in childhood” in Module in Neuroscience and Biobehavioral Psychology. ed. J. Stein (Maryland USA: Elsevier), 34-41.
麦克唐纳与鲁宾（2017）。"童年期同伴关系与影响"，《神经科学与生物行为心理学模块》。J·斯坦主编（美国马里兰：爱思唯尔出版社），34-41 页。
McGillicuddy, D. (2021). ‘They would make you feel stupid’ - ability grouping, Children’s friendships and psychosocial wellbeing in Irish primary school. Learn. Instr. 75, 101492-101411. doi: 10.1016/j.learninstruc.2021.101492
麦吉利卡迪（2021）。"他们会让你觉得自己很蠢"——爱尔兰小学能力分组、儿童友谊与心理健康研究。《学习与教学》75 卷，101492-101411 页。doi: 10.1016/j.learninstruc.2021.101492
Özokçu, O. (2018). Investigation of peer relationships of children with and without special needs in the preschool period. Int. J. Early Child. Spec. Educ. 10, 92-105. doi: 10.20489/intjecse. 506875
厄泽克屈（2018）。学前阶段特殊需求儿童与普通儿童同伴关系调查。《国际特殊需求幼儿教育杂志》10 卷，92-105 页。doi: 10.20489/intjecse.506875
Paulus, M. (2016). Friendship trumps neediness: the impact of social relations and others’ wealth on preschool children’s sharing. J. Exp. Child Psychol. 146, 106-120. doi: 10.1016/j.jecp.2016.02.001
保卢斯, M. (2016). 友谊胜过需求：社会关系与他人财富对学龄前儿童分享行为的影响. 实验儿童心理学杂志 146, 106-120. doi: 10.1016/j.jecp.2016.02.001
Reis, A. H., Oliveira, S. E. S., Bandeira, D. R., Andrade, N. C., Abreu, N., and Sperb, T. M. (2016). Emotion regulation checklist (ERC): preliminary studies of cross-cultural adaptation and validation for use in Brazil. Temas Psicol. 24, 97-116. doi: 10.9788/TP2016.1-07
雷斯, A. H., 奥利维拉, S. E. S., 班代拉, D. R., 安德拉德, N. C., 阿布雷乌, N., 斯佩尔布, T. M. (2016). 情绪调节检查表(ERC)：巴西跨文化适应与验证的初步研究. 心理学主题 24, 97-116. doi: 10.9788/TP2016.1-07
Richter, D., Lehrl, S., and Weinert, S. (2015). Enjoyment of learning and learning effort in primary school: the significance of child individual characteristics and stimulation at home and at preschool. Early Child Dev. Care 186, 96-116. doi: 10.1080/03004430.2015.1013950
里克特, D., 莱尔, S., 魏纳特, S. (2015). 小学阶段的学习乐趣与学习努力：儿童个体特征及家庭与学前教育刺激的重要性. 早期儿童发展与护理 186, 96-116. doi: 10.1080/03004430.2015.1013950
Rose, A. J., and Smith, R. L. (2018). “Gender and peer relationships” in Handbook of Peer Interactions, Relationships, and Groups. eds. W. M. Bukowski, B. Laursen and K. H. Rubin (The Guilford Press), 571-589.
罗斯, A. J., 史密斯, R. L. (2018). "性别与同伴关系" 载于《同伴互动、关系与群体手册》. 编者 W. M. 布科夫斯基, B. 劳尔森, K. H. 鲁宾 (吉尔福德出版社), 571-589.
Sarac, S., Abanoz, T., and Ogelman, H. G. (2020). Self-regulation predicts young childrens’ peer relations. Turk. Int. J. Spec. Educ. Guid. Counsel. 10, 56-65.
萨拉克, S., 阿巴诺兹, T., 和奥格尔曼, H. G. (2020). 自我调节能力预测幼儿同伴关系. 土耳其特殊教育与指导咨询期刊 10, 56-65.
Schwartz, D., Ryjova, Y., Kelleghan, A. R., and Fritz, H. (2021). The refugee crisis and peer relationships during childhood and adolescence. J. Appl. Dev. Psychol. 74, 101263-101212. doi: 10.1016/j.appdev.2021.101263
施瓦茨, D., 里约娃, Y., 凯勒汉, A. R., 和弗里茨, H. (2021). 难民危机与童年及青少年时期的同伴关系. 应用发展心理学杂志 74, 101263-101212. doi: 10.1016/j.appdev.2021.101263
Shields, A., and Cicchetti, D. (1997). Emotion regulation among school-age children: the development and validation of a new criterion Q-sort scale. Dev. Psychol. 33, 906-916. doi: 10.1037/0012-1649.33.6.906
希尔兹, A., 和西凯蒂, D. (1997). 学龄儿童情绪调节：新标准 Q 分类量表的开发与验证. 发展心理学 33, 906-916. doi: 10.1037/0012-1649.33.6.906
Sroufe, A.L. (1996). Emotional Development: The Organizational of Emotional Life in the Early Years. New York: Cambridge University Press
斯劳菲, A.L. (1996). 情绪发展：早年情绪生活的组织. 纽约: 剑桥大学出版社
Walker, D. I., Curren, R., and Jones, C. (2016). Good friendships among children: a theoretical and empirical investigation: good friendships among children. J. Theor. Soc. Behav. 46, 286-309. doi: 10.1111/jtsb. 12100
沃克、柯伦与琼斯（2016）。《儿童间的良好友谊：理论与实证研究》。载《社会行为理论期刊》第 46 卷，第 286-309 页。DOI：10.1111/jtsb.12100
Wang, Y.-L., Kajamies, A., Hurme, T.-R., and Palonen, T. (2021). Together with my playmates: preschoolers’ peer relationships and interactions in small group settings. Learn. Cult. Soc. Interact. 30, 100531-100512. doi: 10.1016/j. lcsi. 2021.100531
王雅琳、卡亚米斯、胡尔梅与帕洛宁（2021）。《与玩伴同行：学龄前儿童在小群体环境中的同伴关系与互动》。载《学习、文化与社会互动》第 30 卷，第 100531-100512 页。DOI：10.1016/j.lcsi.2021.100531
Yuniar, N. F. (2021). Childhood social skills and attachment styles: A systematic review. J. Guid. Couns. 1, 36-54.
尤尼亚尔（2021）。《儿童社交技能与依恋类型：系统性综述》。载《指导与咨询期刊》第 1 卷，第 36-54 页。