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Susanne A. Denham
Researcher at George Mason University
Publications - 147
Citations - 15057
Susanne A. Denham is an academic researcher from George Mason University. The author has contributed to research in topics: Emotional competence & Social competence. The author has an hindex of 57, co-authored 142 publications receiving 13785 citations. Previous affiliations of Susanne A. Denham include North Carolina State University.
Papers
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Journal ArticleDOI
Preschool emotional competence: Pathway to social competence.
Susanne A. Denham,Kimberly Blair,Elizabeth K. DeMulder,Jennifer Levitas,Katherine Sawyer,Sharon Auerbach-Major,Patrick Queenan +6 more
TL;DR: Preschoolers' patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed and their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling.
Book
Emotional development in young children
TL;DR: This book discusses the contributions of Emotional Expressiveness, Understanding, and Coping to Social Competence, and the role of interventions to ameliorate them.
Journal ArticleDOI
Social Cognition, Prosocial Behavior and Emotion in Preschoolers: Contextual Validation.
TL;DR: For instance, Denham et al. as mentioned in this paper investigated the relationship among young preschoolers' social cognitive abilities, expression of emotions, and prosocial responses to others' emotions, finding that affective knowledge was significantly related to prosocial behavior in semistructured situations.
Journal ArticleDOI
Affective Social Competence.
TL;DR: In this article, a theoretical model for affective social competence is described, which is comprised of three integrated and dynamic components: sending affective messages, receiving affective message, and experiencing affect.
Journal ArticleDOI
Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?
TL;DR: The overall issue of assessment during early childhood, and its relation to school readiness and other decisions, is currently widely debated as mentioned in this paper, and the disconnection between the importance of social and emotional domains of development and their status within educational programming and assessment, has long been lamented.