The primary aim of this auxiliary grant is to examine the role of socioemotional processes, especiallyemotion-related regulation/control processes and emotion understanding, in the effectiveness of the twointerventions described in the partner grants. Two samples of high-risk, primarily Hispanic and African-American children 2- to 3-year-olds (N = 480) and 4-year-olds (n = 560) will be participants. The mainconditions in both age groups will be a control group, a condition involving training for teacher responsivityand enhancing academic skills (RT), and a condition with such training plus explicit training for fosteringchildren's understanding of emotion, social strategies, and regulation (explicit social condition or RT-S). Wepropose to examine children's effortful emotion-relevant regulation (i.e., EC), reactive control (less voluntaryaspects of control or the lack thereof, i.e., impulsivity, behavioral inhibition), emotion understanding, socialcompetence (SC), expressive/receptive language, and academic engagement as mediators of the effects ofthe two different types of experimental inventions on children's subsequent social competence (SC will be amediator and outcome variable), adjustment, and academic readiness/functioning (including rudimentaryskills related to language, literacy, and math). Children's academic engagement and teacher-childattachment also will be examined as mediators of relations of EC and SC to academic skills. In the analyses,we will examine across-time mediational chains and bi-directional relations in regard to such mediation. Theeffects of the interventions on the mediators are expected to be stronger for children low in initial levels ofEC or adjustment. The effects of the intervention on reactive control are expected to be through EC. To testour hypotheses, we will use a multi-method, multi-reporter.approach to the assessment of regulation andreactive control (including behavioral indices), as well as a multi-reporter assessment of academicengagement, social competence, and adjustment. Emotion understanding will be operationalized aschildren's abilities to identify emotions and their occurrence in various situations. Mixed model and structuralequation analyses will be used to test most predictions. The findings will contribute to an understanding ofthe processes through which the two types of interventions can affect children's socioemotional andacademic development.
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