Literaturnachweis - Detailanzeige
Autor/inn/en | Yoshikawa, Koichi; Kehle, Thomas J.; Bray, Melissa Anne; del Campo, Marisa; deLeyer-Tiarks, Johanna; Winter, Emily Louise; Starling, Natalie R. |
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Titel | Self-Distancing to Reduce Anger in High School Students |
Quelle | In: International Journal of School & Educational Psychology, 10 (2022) 1, S.63-76 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Starling, Natalie R.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2168-3603 |
DOI | 10.1080/21683603.2020.1804020 |
Schlagwörter | High School Students; Self Management; Psychological Patterns; Adolescents; Aggression; Affective Behavior; Emotional Response; Student Behavior; Positive and Negative Affect Schedule |
Abstract | The present pilot study employed an experimental design to examine the efficacy of a self-distancing intervention for promoting adolescent's reflective adaptation to anger inducing events. Recent experimental studies on college students, elementary school students, and couples have found that self-distancing interventions, as compared to self-immersion/reflection interventions or a no-treatment control, lead to adaptive responses to anger and reductions in future aggression. As adolescents are particularly prone to intense experiences of anger and are at high-risk of being perpetrators and victims of aggression, examining the potential of self-distancing to reduce anger has important implications for adults serving this population. However, contrary to the results of the literature examining self-distancing in adult and child populations, self-distancing was not found to reduce, and may have increased, implicit aggressive cognition, anger, and negative affect in the adolescent sample. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |