ArticleBehavioral sciences (Basel, Switzerland)2025
Reshaping the Ability-Strategy Link in Emotion Regulation: The Role of a Structured Picture-Book Intervention for Preschoolers.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Effects of traditional culture picture book intervention on emotional regulation ability and neuropsychology of preschool children.Frontiers in public health · 2026Trial
- Investigation of self-regulation skills in children's picturebooks: a quantitative content analysis.Frontiers in psychology · 2026Article
- The role of picture books in supporting children's emotions: perspectives of Saudi kindergarten teachers.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
Emotion-regulation ability and strategy (i.e., the specific behaviors used to manage feelings) are crucial for preschoolers' socioemotional development. This study investigated whether a structured picture-book intervention could enhance these components and, critically, reshape the relationship between them. A quasi-experimental, pretest-posttest design was employed with 60 preschoolers (aged 4-5) assigned to an intervention or a passive-exposure control group. The intervention group engaged in bi-weekly, structured emotion-themed picture-book activities for eight weeks. Results from repeated-measures analyses indicated that the intervention group showed significantly greater gains in emotion-regulation abilities (i.e., recognition, expression, regulation) and more frequent use of positive strategies (e.g., cognitive reconstruction, seeking support) compared to the control group. Crucially, the intervention altered the relationship between ability and strategy. In the intervention group, the correlation between overall emotion-regulation ability and the use of negative strategies shifted from non-significant at pretest to significantly negative at posttest. Conversely, this relationship shifted to significantly positive in the control group. These findings suggest that structured interventions not only improve discrete emotion skills but also foster a more adaptive integration of ability and strategy use, preventing the maladaptive pattern where higher ability paradoxically links to greater reliance on negative strategies.
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Registered trials
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