Social–Emotional and Cognitive Skills as Regulation Competencies

Abstract. The relevance of social–emotional and cognitive skills and processes for school success and well-being has not been studied extensively in context. Therefore, the influence of ...

Transgenerational Emotion Regulation. Does the Emotional Climate of the Family Moderate the Relationship Between Parents and Children’s (Dys–)functional Emotion Regulation?

Abstract. The development of emotion regulation (ER) strategies is a central ...

Self-Regulation and Flexible Goal Adjustment Among Preschool Children

Abstract. Flexible goal adjustment is viewed as an adaptive coping resource and is associated with mental and physical health as well as with greater life satisfaction and well-being. ...

Cognitive Competencies and Coping in Preschool and Primary School: Developmental Precursors, Interactions, and Relations

Abstract. To date, research on cognitive development and on coping has rarely been related. Many authors assume that cognitive ...

Development of Executive Functioning in Preschoolers with Developmental Disorders: ADHS Symptoms, Specific Language Impairment, and Intellectual Disabilities

Abstract. Children with specific language impairments (SLI), children with intellectual ...

Cognitive Abilities and Literacy: The Role of Intelligence in Reading Skills

Abstract. The present study aims to explore the relationship between cognitive abilities and reading skills in children and adolescents. Significant correlations have been found ...

Coping, Quality of Life, and Physical Strain Among Children and Adolescents

Abstract. Previous research has shown that stressful experiences increase across childhood and adolescence, and has provided evidence for an age-dependent impaired health status. ...