References
- Beaty, J. J. (2014). Observing development of the young child (8th ed.). Pearson.
- Beck, L., Kumschick, I. R., Eid, M., & Klann-Delius, G. (2012). Relationship between language competence and emotional competence in middle childhood. Emotion, 12(3), 503–514. https://doi.org/https://doi.org/10.1037/a0026320
- Bernard, K., Lee, A. H., & Dozier, M. (2017). Effects of the ABC intervention on foster children’s receptive vocabulary: Follow-up results from a randomized clinical trial. Child Maltreatment, 22(2), 174–179. https://doi.org/https://doi.org/10.1177/1077559517691126
- Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66(1), 711–731. https://doi.org/https://doi.org/10.1146/annurev-psych-010814-015221
- Brophy-Herb, H. E., Miller, A. L., Martoccio, T. L., Horodynski, M., Senehi, N., Contreras, D., Peterson, K., Dalimonte-Merckling, D., Favreau, Z., Sturza, J., Kaciroti, N., & Lumeng, J. C. (2019). Do child gender and temperament moderate associations between Head Start classroom social-emotional climate and children’s social-emotional competencies? Early Childhood Research Quarterly, 47, 518–530. https://doi.org/https://doi.org/10.1016/j.ecresq.2018.07.001
- Brophy-Herb, H. E., Schiffman, R. F., Bocknek, E. L., Dupuis, S. B., Fitzgerald, H. E., Horodynski, M., Onaga, E., Van Egeren, L. A., & Hillaker, B. (2011). Toddlers’ social‐emotional competence in the contexts of maternal emotion socialization and contingent responsiveness in a low‐income sample. Social Development, 20(1), 73–92. https://doi.org/https://doi.org/10.1111/j.1467-9507.2009.00570.x
- Busch-Rossnagel, N. A., Knauf-Jensen, D. E., & DesRosiers, F. S. (1995). Mothers and others: The role of the socializing environment in the development of mastery motivation. In R. H. MacTurk & G. A. Morgan (Eds.), Mastery motivation: Origins, conceptualizations, and applications (pp. 117–145). Ablex Publishing Corporation.
- Cheung, P. P., Lee, K. S., & Lee, L. T. (1997). The development of the ‘Cantonese receptive vocabulary test’ for children aged 2–6 in Hong Kong. European Journal of Disorders of Communication, 32(1), 127–138. https://doi.org/https://doi.org/10.3109/13682829709021465
- Chung, K. K. H., Lam, C. B., & Liew, J. (2020). Studying children’s social-emotional development in school and at home through a cultural lens. Early Education and Development, 31(6), 927–929. https://doi.org/https://doi.org/10.1080/10409289.2020.1782860
- Combs, T. T., & Wachs, T. D. (1993). The construct validity of measures of social mastery motivation. In D. J. Messer (Ed.), Mastery motivation in early childhood: Development, measurement and social processes (pp. 168–185). Routledge.
- Curriculum Development Council of HKSARG. (2017). Kindergarten education curriculum guide. https://www.edb.gov.hk/attachment/en/curriculum-development/major-level-of-edu/preprimary/ENG_KGECG_2017.pdf
- Davidov, M., & Grusec, J. (2006). Untangling the links of parental responsiveness to distress and warmth to child outcomes. Child Development, 77(1), 44–58. https://doi.org/https://doi.org/10.1111/j.1467-8624.2006.00855.x
- Denham, S., Mason, T., Caverly, S., Schmidt, M., Hackney, R., Caswell, C., & DeMulder, E. (2001). Preschoolers at play: Co-socialisers of emotional and social competence. International Journal of Behavioral Development, 25(4), 290–301. https://doi.org/https://doi.org/10.1080/016502501143000067
- Denham, S. A. (2006). Social–emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57–89. https://doi.org/https://doi.org/10.1207/s15566935eed1701_4
- Eisenberg, N., Valiente, C., & Eggum, N. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681–698. https://doi.org/https://doi.org/10.1080/10409289.2010.497451
- Fay‐Stammbach, T., Hawes, D. J., & Meredith, P. (2014). Parenting influences on executive function in early childhood: A review. Child Development Perspectives, 8(4), 258–264. https://doi.org/https://doi.org/10.1111/cdep.12095
- Ferreira, T., Cadima, J., Matias, M., Vieira, J. M., Leal, T., Verschueren, K., & Matos, P. M. (2018). Trajectories of parental engagement in early childhood among dual-earner families: Effects on child self-control. Developmental Psychology, 54(4), 731–743. https://doi.org/https://doi.org/10.1037/dev0000458
- Fung, W., & Cheng, R. W. (2017). Effect of school pretend play on preschoolers’ social competence in peer interactions: Gender as a potential moderator. Early Childhood Education Journal, 45(1), 35–42. https://doi.org/https://doi.org/10.1007/s10643-015-0760-z
- Fung, W., & Chung, K. K. (2019a). The direct and indirect relationships among kindergarten children’s social mastery motivation, receptive vocabulary, and socioemotional skills. Current Psychology. Advance online publication. https://doi.org/https://doi.org/10.1007/s12144-019-00523-3
- Fung, W., & Chung, K. K. (2019b). The roles of social mastery motivation and parental response in preschoolers’ vocabulary knowledge and self-regulation. Early Child Development and Care, 191(1), 21–35. https://doi.org/https://doi.org/10.1080/03004430.2019.1596902
- Fung, W., Chung, K. K., & Cheng, R. W. (2018). Gender differences in social mastery motivation and its relationships to vocabulary knowledge, behavioral self-regulation, and socioemotional skills. Early Education and Development, 30(2), 280–293. https://doi.org/https://doi.org/10.1080/10409289.2018.1544004
- Fung, W. K., Chung, K. K. H., & Lam, C. B. (2021). Parental self‐efficacy: Examining its mediating and reciprocally predictive roles in supportive emotion socialization. Family Process. Advance online publication. https://doi.org/https://doi.org/10.1111/famp.12688
- Fung, W. K., Chung, K. K. H., Lam, I. C. B., & Li, N. X. (2020). Bidirectionality in kindergarten children’s school readiness and emotional regulation. Social Development, 29(3), 801–817. https://doi.org/https://doi.org/10.1111/sode.12434
- Heep Hong Society. (2006). Heep Hong society development assessment chart 2006 edition. Author.
- Ho, C. S., Leung, M., & Cheung, H. (2011). Early difficulties of Chinese preschoolers at familial risk for dyslexia: Deficits in oral language, phonological processing skills, and print-related skills. Dyslexia: An International Journal of Research and Practice, 17(2), 143–164. https://doi.org/https://doi.org/10.1002/dys.429
- Howes, C., & Matheson, C. C. (1992). Sequences in the development of competent play with peers: Social and social pretend play. Developmental Psychology, 28(5), 961–974. https://doi.org/https://doi.org/10.1037/0012-1649.28.5.961
- Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/https://doi.org/10.1080/10705519909540118
- Jones, T. L., & Prinz, R. J. (2005). Potential roles of parental self-efficacy in parent and child adjustment: A review. Clinical Psychology Review, 25(3), 341–363. https://doi.org/https://doi.org/10.1016/j.cpr.2004.12.004
- Józsa, K., & Barrett, K. C. (2018). Affective and social mastery motivation in preschool as predictors of early school success: A longitudinal study. Early Childhood Research Quarterly, 45, 81–92. https://doi.org/https://doi.org/10.1016/j.ecresq.2018.05.007
- Korom, M., Goldstein, A., Tabachnick, A. R., Palmwood, E. N., Simons, R. F., & Dozier, M. (2021). Early parenting intervention accelerates inhibitory control development among CPS‐involved children in middle childhood: A randomized clinical trial. Developmental Science, 24(3), e13054–n/a. https://doi.org/https://doi.org/10.1111/desc.13054
- Krumpal, I. (2013). Determinants of social desirability bias in sensitive surveys: A literature review. Quality & Quantity, 47(4), 2025–2047. https://doi.org/https://doi.org/10.1007/s11135-011-9640-9
- Kwong, E., Lam, C. B., Li, X., Chung, K. K. H., Cheung, R. Y. M., & Leung, C. (2018). Fit in but stand out: A qualitative study of parents’ and teachers’ perspectives on socioemotional competence of children. Early Childhood Research Quarterly, 44, 275–287. https://doi.org/https://doi.org/10.1016/j.ecresq.2018.02.018
- Lam, L. T., & Wong, E. M. Y. (2017). Enhancing social-emotional well-being in young children through improving teachers’ social-emotional competence and curriculum design in Hong Kong. International Journal of Child Care and Education Policy, 11(1), 1–14. https://doi.org/https://doi.org/10.1186/s40723-017-0031-0
- Lang, S. N., Schoppe-Sullivan, S. J., Kotila, L. E., Feng, X., Kamp Dush, C. M., & Johnson, S. C. (2014). Relations between fathers’ and mothers’ infant engagement patterns in dual-earner families and toddler competence. Journal of Family Issues, 35(8), 1107–1127. https://doi.org/https://doi.org/10.1177/0192513X14522243
- Li, X., Lam, C. B., Chung, K. K. H., Cheung, R. Y. M., Leung, C., & Fung, W. K. (2020). Development and validation of the Chinese inventory of children’s socioemotional competence (CICSEC). Early Education and Development, 31(6), 854–872. https://doi.org/https://doi.org/10.1080/10409289.2020.1715735
- Lindsey, E. W., Caldera, Y. M., & Rivera, M. (2013). Mother-child and father-child emotional expressiveness in Mexican-American families and toddlers’ peer interactions. Early Child Development and Care: Unique Contributions of Mothering and Fathering to Children’s Development, 183(3–4), 378–393. https://doi.org/https://doi.org/10.1080/03004430.2012.711589
- Little, R. J. A. (1998). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198–1202. https://doi.org/https://doi.org/10.2307/2290157
- Lunkenheimer, E., Panlilio, C., Lobo, F. M., Olson, S. L., & Hamby, C. M. (2019). Preschoolers’ self-regulation in context: Task persistence profiles with mothers and fathers and later attention problems in kindergarten. Journal of Abnormal Child Psychology, 47(6), 947–960. https://doi.org/https://doi.org/10.1007/s10802-019-00512-x
- Lunkenheimer, E., & Wang, J. (2017). It’s OK to fail: Individual and dyadic regulatory antecedents of mastery motivation in preschool. Journal of Child and Family Studies, 26(5), 1481–1490. https://doi.org/https://doi.org/10.1007/s10826-016-0633-0
- MacTurk, R. H., Hunter, F. T., McCarthy, M. E., Vietze, P. M., & McQuiston, S. (1985). Social mastery motivation in Down syndrome and nondelayed infants. Topics in Early Childhood Special Education, 4(4), 93–109. https://doi.org/https://doi.org/10.1177/027112148500400409
- Malmberg, L. E., Lewis, S., West, A., Murray, E., Sylva, K., & Stein, A. (2016). The influence of mothers’ and fathers’ sensitivity in the first year of life on children’s cognitive outcomes at 18 and 36 months. Child: Care, Health and Development, 42(1), 1–7. https://doi.org/https://doi.org/10.1111/cch.12294
- Mathieson, K., & Banerjee, R. (2010). Pre-school peer play: The beginnings of social competence. Educational & Child Psychology, 27(1), 9–20. http://growinggreatschoolsworldwide.com/wp-content/uploads/2018/02/ECP27_1-Mathieson-Banerjee.pdf
- McKown, C., Gumbiner, L. M., Russo, N. M., & Lipton, M. (2009). Social-emotional learning skill, self-regulation, and social competence in typically developing and clinic-referred children. Journal of Clinical Child and Adolescent Psychology, 38(6), 858–871. https://doi.org/https://doi.org/10.1080/15374410903258934
- Morgan, G. A., Liao, H., Nyitrai, A., Huang, S., Wang, P., Blasco, P. M., Ramakrishnan, J., & Józsa, K. (2017). The revised dimensions of mastery questionnaire (DMQ 18) for infants and preschool children with and without risks or delays in Hungary, Taiwan and the US. Hungarian Educational Research Journal, 7(2), 48–67. https://doi.org/https://doi.org/10.14413/HERJ/7/2/4
- Mowder, B. A., & Shamah, R. (2011). Parent behavior importance questionnaire-revised: Scale development and psychometric characteristics. Journal of Child and Family Studies, 20(3), 295–302. https://doi.org/https://doi.org/10.1007/s10826-010-9392-5
- Newton, E. K., Laible, D., Carlo, G., Steele, J. S., & McGinley, M. (2014). Do sensitive parents foster kind children, or vice versa? Bidirectional influences between children’s prosocial behavior and parental sensitivity. Developmental Psychology, 50(6), 1808–1816. https://doi.org/https://doi.org/10.1037/a0036495
- Pungello, E. P., Iruka, I. U., Dotterer, A. M., Mills-Koonce, R., & Reznick, J. S. (2009). The effects of socioeconomic status, race, and parenting on language development in early childhood. Developmental Psychology, 45(2), 544–557. https://doi.org/https://doi.org/10.1037/a0013917
- R Foundation for Statistical Computing. (n.d.). The R project for statistical computing. https://www.R-project.org/
- Ren, L., & Pope Edwards, C. (2015). Pathways of influence: Chinese parents’ expectations, parenting styles, and child social competence. Early Child Development and Care, 185(4), 614–630. https://doi.org/https://doi.org/10.1080/03004430.2014.944908
- Rochelle, T. L., & Cheng, H. T. (2016). Parenting practices and child behaviour problems in Hong Kong: Knowledge of effective parenting strategies, parenting stress, and child-rearing ideologies. Child Indicators Research, 9(1), 155–171. https://doi.org/https://doi.org/10.1007/s12187-015-9311-9
- Salmon, K., Evans, I. M., Moskowitz, S., Grouden, M., Parkes, F., & Miller, E. (2013). The components of young children’s emotion knowledge: Which are enhanced by adult emotion talk? Social Development, 22(1), 94–110. https://doi.org/https://doi.org/10.1111/sode.12004
- Salmon, K., O’Kearney, R., Reese, E., & Fortune, C. (2016). The role of language skill in child psychopathology: Implications for intervention in the early years. Clinical Child and Family Psychology Review, 19(4), 352–367. https://doi.org/https://doi.org/10.1007/s10567-016-0214-1
- Shepperd, J., Malone, W., & Sweeny, K. (2008). Exploring causes of the self-serving bias. Social and Personality Psychology Compass, 2(2), 895–908. https://doi.org/https://doi.org/10.1111/j.1751-9004.2008.00078.x
- Skinner, B. F. (1953). Science and human behavior. The Free Press.
- Vygotsky, L. (1986). Thought and language. MIT Press.
- Wachs, T. D., & Combs, T. T. (1995). The domains of infant mastery motivation. In R. H. MacTurk & G. A. Morgan (Eds.), Mastery motivation: Origins, conceptualizations, and applications (pp. 147–164). Ablex Publishing.
- Yang, Z., & Williams, N. A. (2021). Parenting self-efficacy mediates the association between Chinese parents’ depression symptoms and their young children’s social and emotional competence. Journal of Child and Family Studies, 30(5), 1261. https://doi.org/https://doi.org/10.1007/s10826-021-01930-6