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Resilience Coping in Preschool Children: The Role of Emotional Ability, Age, and Gender

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  • Huaruo Chen

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China
    Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MD 21286, USA)

  • Qiuyun Hong

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China)

  • Jie Xu

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China)

  • Fei Liu

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China
    School of Education Science, Huaiyin Normal University, Nanjing 210046, China)

  • Ya Wen

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China
    School of Teacher Education, Nanjing Xiaozhuang University, Nanjing 210046, China)

  • Xueying Gu

    (School of Education Science, Nanjing Normal University, Nanjing 210046, China)

Abstract

Background: In the process of children’s physical and mental development, emotional ability is an important part of their cognitive and social ability. Resilience in the face of difficulties or setbacks and other adversity will also produce differences in adaptability, thus affecting physical and mental development. Objectives: This study aimed to measure the effect of children’s emotional ability on resilience and to provide an in-depth analysis based on age and gender differences. Methodology: A total of 300 preschool children aged 3–6 years old in kindergartens of China were randomly selected as the research subjects. Through a combination of experiments and questionnaires, the emotional ability and resilience of children were measured, and differences were analyzed according to the actual situation, using age and gender. Results: Children of different ages have significant differences in the dimensions and total scores of emotional ability and resilience, but only some of the resilience dimensions have significant gender differences. Moreover, the emotional ability has a significant positive effect on resilience. Discussions: The results confirm the influence of children’s emotional ability on resilience, but the research hypothesis has not been fully verified. Limitations: This study has the limitations of a single measurement method and a more effective research tool.

Suggested Citation

  • Huaruo Chen & Qiuyun Hong & Jie Xu & Fei Liu & Ya Wen & Xueying Gu, 2021. "Resilience Coping in Preschool Children: The Role of Emotional Ability, Age, and Gender," IJERPH, MDPI, vol. 18(9), pages 1-21, May.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:9:p:5027-:d:551342
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    References listed on IDEAS

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    1. Wojciak, Armeda Stevenson & McWey, Lenore M. & Waid, Jeffery, 2018. "Sibling relationships of youth in foster care: A predictor of resilience," Children and Youth Services Review, Elsevier, vol. 84(C), pages 247-254.
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    Cited by:

    1. Giedrė Širvinskienė & Dalia Antinienė & Aušra Griciūtė & Liudmila Dulksnienė & Vaidilutė Asisi & Rima Kregždytė & Verena Kerbl & Elfriede Amtmann, 2022. "Effectiveness of the ELLA Training for the Promotion of Emotional and Social Competences in Lithuanian Preschool Children," IJERPH, MDPI, vol. 19(19), pages 1-18, September.
    2. Hanlin Ren & Liang Huang & Fangyuan Du & Wenxin Huang & Guoyao Lin & Mariska E. Kret & Shunsen Chen, 2023. "Preschoolers Can Match the Facial and Bodily Emotional Expressions: A Behavior and Eye-Tracking Study," SAGE Open, , vol. 13(4), pages 21582440231, December.

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