Do Provocateurs' Emotion Displays Influence Children's Social Goals and Problem Solving?

Autor/inn/en	Lemerise, Elizabeth A.; Fredstrom, Bridget K.; Kelley, Brenna M.; Bowersox, April L.; Waford, Rachel N.
Titel	Do Provocateurs' Emotion Displays Influence Children's Social Goals and Problem Solving?
Quelle	In: Journal of Abnormal Child Psychology, 34 (2006) 4, S.555-567 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-006-9035-x
Schlagwörter	Social Adjustment; Problem Solving; Psychological Patterns; Aggression; Responses; Emotional Response; Social Influences; Children; Peer Relationship; Rating Scales; Rejection (Psychology); Goal Orientation; Child Psychology + Suchen Sie Ihr Suchwort? Soziale Anpassung; Problemlösen; Emotionales Verhalten; Sozialer Einfluss; Child; Kind; Kinder; Peer-Beziehungen; Rating-Skala; Ablehnung; Zielorientierung; Zielvorstellung; Kinderpsychologie
Abstract	The social goals and social problem-solving of children who varied in social adjustment were examined in the context of hypothetical ambiguous provocation situations in which provocateurs' emotion displays were systematically manipulated. Children rated the importance of six different social goals and explained how they would solve the problems. Social adjustment was measured with rating and nomination sociometric procedures. Rejected-aggressive, rejected-nonaggressive, average-nonaggressive, and popular-nonaggressive children showed both commonalities and differences in rating the six social goals, the relative importance of the six social goals, and social problem-solving depending on the provocateur's emotion display. When provocateurs were happy, there were few group differences, but when provocateurs were angry or sad, rejected-aggressive children: a) rated hostile/instrumental goals more positively; b) rated prosocial goals less positively; and c) made problem-solving responses that were less friendly than those of other children. Results are discussed in relation to Lemerise and Arsenio's (2000) model of emotion and social information processing. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10