Emotion Regulation and Aggressive Behavior in Preschoolers: The Mediating Role of Social Information Processing

Autor/inn/en	Helmsen, Johanna; Koglin, Ute; Petermann, Franz
Titel	Emotion Regulation and Aggressive Behavior in Preschoolers: The Mediating Role of Social Information Processing
Quelle	In: Child Psychiatry and Human Development, 43 (2012) 1, S.87-101 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-398X
DOI	10.1007/s10578-011-0252-3
Schlagwörter	Aggression; Preschool Children; Information Processing; Correlation; Emotional Response; Teacher Attitudes; Evaluation Methods; Decision Making; Psychiatry; Individual Development + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Informationsverarbeitung; Korrelation; Emotionales Verhalten; Lehrerverhalten; Decision-making; Entscheidungsfindung; Psychiatrie; Individuelle Entwicklung
Abstract	This study examined whether the relation between maladaptive emotion regulation and aggression was mediated by deviant social information processing (SIP). Participants were 193 preschool children. Emotion regulation and aggression were rated by teachers. Deviant SIP (i.e., attribution of hostile intent, aggressive response generation, aggressive response evaluation and decision) was measured from children's responses to hypothetical social conflicts. Findings revealed that the relation between maladaptive emotion regulation and aggression was direct and not mediated by SIP biases (i.e., aggressive response generation, aggressive response evaluation and decision). Results are discussed from a theoretical and methodological perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10