MACHADO, Paula et al. Relações entre o conhecimento das emoções, as competências académicas, as competências sociais e a aceitação entre pares. []. , 26, 3, pp.463-478. ISSN 0870-8231.

Studies the mediating effects of emotional knowledge on school adjustmentand readiness to learn via psychological factors (academic and socialcompetence) and via proximal factors (peer acceptance). Two hypotheses were tested: 1) emotional knowledge is a mediating factor inthe association between academic competence and peer acceptance 2) emotional knowledge is a mediating factor in the association between social competence and peer acceptance. Participants were 40 children, 22 boys, between 5 and 6 years of age. Emotional knowledge was assessed with the Portuguese version of the Emotional Knowledge Test (Denham, McKinley, Couchoud, & Holt, 1990). Peer acceptance was measured through sociometric interviews (Vaughn, Colvin, Azria, Caya, & Krysik, 2001). Social competence was assessed using two instruments administered to fathers and mothers independently: a) the Social Competence and Behavior Evaluation Scale (LaFreniere e Dumas, 1996) and the Interpersonal Competence Scale (Cairns, Leung, Gest, & Cairns, 1995). Results support the hypothesis that emotional knowledge in children of 5 and 6 years of age mediates the association of academic competence with peer acceptance. However, mediation analyses for the association of social competence with peer acceptance yielded no significant results.

: Emotional knowledge; peer acceptance; academic competence.

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