Can You Teach Me Not to Be Angry? Relations between Temperament and the Emotion Regulation Strategy Distraction in 2-Year-Olds

Autor/inn/en	Schoppmann, Johanna; Schneider, Silvia; Seehagen, Sabine
Titel	Can You Teach Me Not to Be Angry? Relations between Temperament and the Emotion Regulation Strategy Distraction in 2-Year-Olds
Quelle	In: Child Development, 93 (2022) 1, S.165-179 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schoppmann, Johanna) ORCID (Schneider, Silvia) ORCID (Seehagen, Sabine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13682
Schlagwörter	Foreign Countries; Toddlers; Affective Behavior; Self Control; Personality; Observational Learning; Germany + Suchen Sie Ihr Suchwort? Ausland; Infant; Infants; Toddler; Kleinkind; Affective disturbance; Active behaviour; Affektive Störung; Selbstbeherrschung; Personalität; Imitationslernen; Deutschland
Abstract	Little is known about toddlers' acquisition of specific emotion regulation (ER) strategies, and how early ER is shaped by temperament. This study investigated if 24-month-old German toddlers, predominantly from families with high levels of parental education (N = 96, n = 49 male), learned the ER strategy distraction through observational learning, and its interaction with temperament. Increased use of distraction correlated with reduced negative affect. Use of distraction increased through observational learning. Highly active toddlers tended to use active playing activities to distract themselves in a frustrating situation, whereas toddlers with a less active temperament used calmer activities. Toddlers' learning to apply distraction through observational learning was independent of a match between their own temperament and the model's actions. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01