Forgiveness and Its Determinants Depending on the Interpersonal Context of Hurt

Autor/inn/en	Peets, Katlin; Hodges, Ernest V. E.; Salmivalli, Christina
Titel	Forgiveness and Its Determinants Depending on the Interpersonal Context of Hurt
Quelle	In: Journal of Experimental Child Psychology, 114 (2013) 1, S.131-145 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2012.05.009
Schlagwörter	Cognitive Processes; Psychological Patterns; Adolescents; Aggression; Interpersonal Relationship; Coping; Affective Behavior; Emotional Response; Child Psychology + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bewältigung; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Kinderpsychologie
Abstract	Children and adolescents encounter different hurtful experiences in school settings. How these events are processed (e.g., whether they think that the transgressor was hostile) is likely to depend on the relationship with the transgressor. In this study, we examined how adolescents (58 girls and 35 boys, mean age = 14.03 years, SD = 0.60) dealt with the hurt caused by someone they liked or disliked. Our findings show that the hurt caused by a disliked transgressor is likely to lead to more negative cognitive (e.g., hostile attributions), affective (e.g., feelings of anger), and motivational (e.g., avoidance/revenge) outcomes than the hurt caused by a liked peer. In addition, we found that associations between cognitive processes and avoidance/revenge were mediated by feelings of anger, but only when the transgression occurred in the context of disliking. These results highlight the importance of studying how adolescents process hurtful experiences in different relational contexts. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10