| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系教學碩士班 === 99 === The purpose of this study was to explore the differences that the age and sex made on children’s emotion regulation strategies, and the relationship between children’s emotion regulation strategies and peer interactions. The questionnaire survey method was utilized to 138 4- to 5-year-old children and the second graders in Tainan City. The research instruments included “Children’s Emotion Regulation Strategy Questionnaire”, which was completed by their major caretakers, “Children’s Behavior Questionnaire”, which was assessed by children’s teachers, and “Popularity”, which used Sociometric rating with pictures to preschool children and pencil-and-paper peer nomination to second-graders. The results were analyzed by t-test and Pearson correlation. The findings were as follows:
1. There were significant age differences on children’s emotion regulation strategies, including cognitive restructuring strategy, aggression venting strategy, distraction relief strategy, and emotion comfort strategy. The relationship among the strategies showed that the second-graders performed better on emotion regulation strategies and had better understanding of effective usage of the strategies.
2. There were significant sex differences on children’s emotion regulation strategies, including aggression venting strategy and emotion comfort strategy. However , there was not significant difference on cognitive restructuring strategy and distraction relieve strategy.
3. Children’s cognitive restructuring strategy showed negative correlations with aggression behaviors, withdrawn behaviors, and exclusion by peers; aggression venting strategy and aggression behaviors correlated positively; distraction relief strategy and aggression behaviors correlated negatively; emotion comfort strategy and exclusion by peers correlated positively.
4. There was positive correlation between children’s cognitive restructuring strategy and popularity by peers, while the strategies of aggression venting, distraction relieve, emotion comfort, and popularity by peers had no significant correlations.
Finally, according to the results, the suggestions were offered to children’s parents, teachers and future researchers.
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