Labeling it makes you feel better: The role of affect labeling on emotion regulation among Chinese preschoolers

Abstract This study investigated the relation between affect labeling and emotion regulation among Chinese preschoolers. In the full sample (N = 334, Mage = 62.30 months; 189 boys), preschoolers with stronger emotion labeling abilities—emotion recognition and emotion vocabulary—demonstrated better emotion regulation, as reported by parents (β = 0.28) and teachers (β = 0.19). A subsample (N = 181, Mage = 58.91 months; 104 boys) completed a 14-day daily diary. At the within-child level, daily affect labeling was associated with faster same-day emotional recovery. At the between-child level, children with stronger emotion labeling abilities used these practices more effectively to regulate emotions. Findings highlight affect labeling as a potential practice supporting preschoolers' emotion regulation.