Preschool Children's Language as a Mediator in the Relationship between Their Executive Function and Emotional Competence

Abstract

The impact of executive function on individual emotional competence directly may affects individual emotional competence. It may indirectly affects individual emotional competence through language. This study investigates the mediating effect of preschool children's language in the relationship between their executive function and emotional competence. A total of 210 preschool children from four kindergarten in Rafha city were randomly selected. The Pearson’s Moment Product Correlation Coefficient Technique was used to determine the relations between study variables. The mediating role of language in the relationship between Executive Function and Emotional Competence was examined with basic mediation analysis using Model 6 in PROCESS macro. The mediation effect results show that language plays a partial mediating role between executive function and the emotional competency of preschool children. The results of mediation analysis show that language plays a partial mediating role in the mediation model of "executive function-language-emotional competence".