程利国, 高翔. (2003). 影响小学生同伴接纳因素的研究. 心理发展与教育, 19(2), 37-44.
董光恒, 杨丽珠. (2007). 儿童对混合情绪理解的发展. 辽宁师范大学学报（社会科学版）, 30(1), 52-55.
马伟娜, 姚雨佳, 曹亮, 周丽清. (2010). 幼儿情绪理解层次的发展及其与依恋的关系. 心理发展与教育, 26(5), 482-488.
孟海英, 阳德华. (2008). 儿童同伴接纳状况的影响因素分析. 沈阳师范大学学报(社会科学版), 32(2), 143-146.
潘苗苗, 苏彦捷. (2007). 幼儿情绪理解、情绪调节与其同伴接纳的关系. 心理发展与教育, 23(2), 6-13.
张文新, 郑金香. (1999). 儿童社会观点采择的发展及其子类型间的差异的研究. 心理科学, 22(2), 116-119.
赵景欣, 申继亮, 张文新. (2006). 幼儿情绪理解、亲社会行为与同伴接纳之间的关系. 心理发展与教育, 22(1), 1-6.
Bargh, J. A., & Williams L. E. (2007). The Nonconscious Regulation of Emotion. In Gross, J. J. (Eds.), Handbook of Emotion Regulation. New York: Guilford Press, 429-441.
Brown, J., & Dunn, J. (1996). Continuities in emotional understanding from three to six years. Child Development, 67, 789-802.
Coie, J. D., Lochman, J. E., Terry, R., & Hyman, C.(1992). Predicting early adolescent disorder from childhood aggression and peer rejection. Journal of Consulting and Clinical Psychology, 60(5), 783-792.
Denham, S. (2007). Dealing with feelings: How children negotiate the worlds of emotions and social relationships. Cognition, Brain, Behavior, 11(1), 1-48.
Eisenberg, N., Pidada, S., & Liew J. (2001). The relations of regulation and negative emotionality to Indonesian children’s social functioning. Child Development, 72(6), 1747-1763.
Flavell, J. H., Flavell, E. R., & Green, F. L. (2001). Development of children's understanding of connections between thinking and feeling. Psychological Science, 12, 430-432.
Harter, S., & Whitesell, N. R. (1989). Developmental changes in children’s understanding of single, multiple, and blended emotion concepts. In: Saarni, C., Harris, P. L. (Eds.), Children’s understanding of emotion. New York: Cambridge University Press, 81-116.
McClure, S. M., Botvinick, M. M., Yeung, N., Greene, J.D., & Cohen, J. D. (2007). Conflict monitoring in cognition-emotion competition. In J. J. Gross (Ed.), Handbook of emotion regulation. New York: Guilford Press, 204-226.
Miller, A., & Oison, S. (2000). Emotional expressiveness during peer conflicts: A predictor of social maladjustment among high-risk preschoolers. Journal of Abnormal Child Psychology. 28 (4), 339-352.
Morsella, E. (2005). The functions of phenomenal states: Supramodular interaction theory. Psychological Review, 112, 1000-1021.
Oettingen, G., Grant, H., Smith, P. K., Skinner, M., & Gollwitzer, P. M. (2006). Nonconscious goal pursuit: Acting in an explanatory vacuum. Journal of Experimental Social Psychology, 42(5): 668-675.
Pons, F., Harris, L., & De Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of developmental Psychology, 1, 127-152.
Pons, F., Lawson, J., Harris P.L, & De Rosnay, M. (2003). Individual difference in children’s emotion understanding: effects of age and language. Scandinavian Journal of Psychology, 44(2), 347-353.
Rubin, K., Bukowski, W., & Parker, G. (1998). Peer interactions, relationships, and groups. In W. Damon & N. Eisenberg, Handbook of child psychology: Social, emotional, and personality development (5th ed). New York: Wiley.
Villanueva, L., Clemente, R., & Garcia, F. (2000). Theory of mind and peer rejection at school. Social development, 9, 271-283.