标题：Infant’s Negative Emotionality as a Potential Moderator Between Teacher’s Emotion-Related Socialization Behaviors and Infant’s Emotional Intelligence
摘要：Objectives: This study aimed to identify the role of teachers’ emotion-related socialization behaviors in the development of an infant’s emotional intelligence and the moderating role of their negative emotionality on it. Methods: Data were collected from 198 two-year-old infants (boys = 88, girls = 110) and their child care teachers. Descriptive statistics were computed, and Pearson's correlation and PROCESS macro (model 1) was used for data analysis. Results: The study found that the relationship between teachers’ emotion-related socialization behaviors and infants’ emotional intelligence could be deteriorated by the infants’ emotionality. More specifically, their low levels of emotionality showed a significant moderating effect on the relationship between the teachers’ minimization or punitive reactions and the infants’ emotional intelligence. Conclusion: These results indicate that infants’ negative emotionality and the teachers’ response to it could hamper the development of infants’ emotional intelligence, and provide a basis for relevant education and programs for preventive interventions.
关键词：infant’s emotional intelligence;negative emotionality;teacher’s emotion-related socialization behaviors;differential susceptibility model
