Do Guilt- and Shame-Proneness Differentially Predict Prosocial, Aggressive, and Withdrawn Behaviors during Early Adolescence?

Autor/inn/en	Roos, Sanna; Hodges, Ernest V. E.; Salmivalli, Christina
Titel	Do Guilt- and Shame-Proneness Differentially Predict Prosocial, Aggressive, and Withdrawn Behaviors during Early Adolescence?
Quelle	In: Developmental Psychology, 50 (2014) 3, S.941-946 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0033904
Schlagwörter	Psychological Patterns; Predictor Variables; Prosocial Behavior; Aggression; Withdrawal (Psychology); Early Adolescents; Peer Groups; Structural Equation Models; Gender Differences; Emotional Response; Longitudinal Studies; Foreign Countries; Grade 5; Grade 6; Questionnaires; Student Behavior; Peer Evaluation; Finland + Suchen Sie Ihr Suchwort? Prädiktor; Rückzugsverhalten; Gleichaltrigengruppe; Peer Group; Geschlechterkonflikt; Emotionales Verhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Fragebogen; Student behaviour; Schülerverhalten; Finnland
Abstract	In this short-term longitudinal study, we systematically examined the distinctiveness of guilt- and shame-proneness in early adolescents (N = 395, mean age = 11.8 years) in terms of differential relations with peer reported prosocial behavior, withdrawal, and aggression. Results from structural equation modeling indicated that guilt-proneness concurrently predicted more aggressive and less prosocial behavior as well as subsequent increases in prosocial behavior. Shame-proneness predicted subsequent decreases in prosocial behavior. Although girls reported a greater proneness to experience guilt and shame than boys, the associations between the two dispositional emotions and social behaviors were found to be similar across time and gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01