The purpose of the present study was to see if emotion recognition skill and locus of control in 8-year-old children predicted teacher rated Goodman Strengths and Difficulties (SDQ, Goodman in J Am Acad Child Adolesc Psychiatry 40:1337–1345, 2001) 2 years later. Children participating in the Avon Longitudinal Study of Parents and Children (ALSPAC; Golding in Eur J Endocrinol 151:U119–U123, 2004. https://doi.org/10.1530/eje.0.151U119) completed emotion recognition tests of child facial expressions and voices and a child locus of control scale when they were 8 years of age. Later at age 10, as part of ALSPAC’s on-going-assessment of children’s personal and social lives, teachers completed the SDQ. Based on past research and developmental theory (e.g., Nowicki and Duke in J Nonverbal Behav 18:9–35, 1994; Thomas et al. in Dev Sci 10(5):547–558, 2007) it was predicted and found that children who made more recognition errors, were more external, and male at age 8 had a greater number of teacher-rated psychological/behavioral difficulties at age 10 than those who made fewer errors, were internal, and female. Implications of the findings for children’s personal and social adjustment were discussed.

中文翻译：

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儿童8岁时的控制定向和情感识别能力的所在地以及教师10岁时的个人和社会困难等级的协会

本研究的目的是查看8岁儿童的情绪识别技能和控制源是否预测老师对古德曼的长处和难点进行了评估（SDQ，古德曼在《美国心脏病学会杂志》，《儿童Adolesc精神病学》 40：1337–1345，2001）。 2年后。参加雅芳父母和儿童纵向研究的儿童（ALSPAC； Eur J Endocrinol 151：U119–U123中的Golding，2004年。https：//doi.org/10.1530/eje.0.151U119）完成了儿童面部表情的情感识别测试8岁时的声音和儿童控制场所的规模。后来，在10岁时，作为ALSPAC持续评估儿童的个人和社交生活的一部分，教师完成了SDQ。基于过去的研究和发展理论（例如，Nickicki和Duke，《非语言行为》（J Nonverbal Behav）18：9-35，1994； Thomas等人在Dev Sci 10（5）：547-558，2007年）的预测并发现，与那些犯错误少，内在和外在犯错误的儿童相比，在10岁时犯更多识别错误，更外在，并且8岁时男性的教师在心理/行为方面的困难更大。女。讨论了研究结果对儿童的个人和社会适应的影响。