1- Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran , parvin.mousavifar@iau.ir
2- Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Lian Institute of Higher Education, Bushehr, Iran
2- Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Lian Institute of Higher Education, Bushehr, Iran
Abstract: (6 Views)
Objective: This study aimed to examine the role of emotion regulation in the development of social skills among preschool children.
Methods: This study utilized an exploratory mixed-methods design and was applied in terms of its purpose. In the qualitative phase, the components of emotion regulation and social skills were extracted and categorized through a documentary study and content analysis of scientific literature. Subsequently, the preliminary model was submitted to 15 experts in developmental psychology, child psychology, educational sciences, and early childhood education. The content validity of the components was evaluated using the Content Validity Ratio (CVR) and the Content Validity Index (CVI).
Results: The findings revealed a positive and significant relationship between emotion regulation and social skills, with emotion regulation accounting for approximately 34% of the variance in social skills. Furthermore, the components of emotion recognition, impulse control, frustration tolerance, and emotional flexibility proved to be of greater importance in shaping adaptive social behavior. Expert validation findings also confirmed that the core components of the proposed model possessed adequate content validity. Based on the findings, emotion regulation can be considered a vital capacity linked to social skills development; however, this relationship is influenced by family, educators, peers, and play environments, and should not be interpreted as a linear or deterministic relationship.
Conclusions: Emotion regulation is a fundamental component in predicting interpersonal competence and facilitating prosocial behaviors in preschool children. Accordingly, integrating emotional self-regulation programs into preschool centers plays a key role in promoting social skills and preventing behavioral maladjustment
Methods: This study utilized an exploratory mixed-methods design and was applied in terms of its purpose. In the qualitative phase, the components of emotion regulation and social skills were extracted and categorized through a documentary study and content analysis of scientific literature. Subsequently, the preliminary model was submitted to 15 experts in developmental psychology, child psychology, educational sciences, and early childhood education. The content validity of the components was evaluated using the Content Validity Ratio (CVR) and the Content Validity Index (CVI).
Results: The findings revealed a positive and significant relationship between emotion regulation and social skills, with emotion regulation accounting for approximately 34% of the variance in social skills. Furthermore, the components of emotion recognition, impulse control, frustration tolerance, and emotional flexibility proved to be of greater importance in shaping adaptive social behavior. Expert validation findings also confirmed that the core components of the proposed model possessed adequate content validity. Based on the findings, emotion regulation can be considered a vital capacity linked to social skills development; however, this relationship is influenced by family, educators, peers, and play environments, and should not be interpreted as a linear or deterministic relationship.
Conclusions: Emotion regulation is a fundamental component in predicting interpersonal competence and facilitating prosocial behaviors in preschool children. Accordingly, integrating emotional self-regulation programs into preschool centers plays a key role in promoting social skills and preventing behavioral maladjustment
Type of Study: Original |
Subject:
Educational Psychology
Received: 2026/05/14 | Accepted: 2026/08/15
Received: 2026/05/14 | Accepted: 2026/08/15
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