Children's emotion processing: Relations to emotionality and aggression
Children's emotion processing: Relations to emotionality and aggression
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DOI：
10.1017/s0954579404044566
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发表时间：
2004-06
影响因子：
3.3
通讯作者：
D. Schultz;C. Izard;George G Bear
中科院分区：
文献类型：
--
作者：
D. Schultz;C. Izard;George G Bear
我们考察了182名一、二年级儿童的情绪性、情绪加工和攻击性之间的关系。与Tomkins和Izard的理论预测一致，情绪性与情绪处理相关。特别是，情绪性的幸福成分与情绪归因准确性和同理心相关，愤怒成分与愤怒归因偏见和同理心相关，恐惧成分与恐惧归因偏见相关。多重情绪处理缺陷包括情绪归因准确性、愤怒归因偏差和移情的自我报告使儿童处于教师报告的攻击性水平升高的风险中。中介分析表明，情绪处理风险指数符合一个模型的显着部分调解之间的幸福和侵略，但愤怒和侵略。研究结果表明，儿童的情绪体验可能会影响攻击倾向的发展的多方面的方式。作者感谢教师，工作人员，家长和学生的士麦那，DE，学区的热情参与这个项目和专门的工作的弗兰哈斯金斯和我们的许多研究助理在特拉华州大学。
We examined the relations between emotionality, emotion processing, and aggression in 182 first- and second-grade children. Consistent with Tomkins' and Izard's theoretical predictions, emotionality correlated with emotion processing. In particular, the happiness component of emotionality correlated with emotion attribution accuracy and empathy, the anger component correlated with anger attribution bias and empathy, and the fear component correlated with fear attribution bias. Multiple emotion processing deficits—including emotion attribution accuracy, anger attribution bias, and self-report of empathy—placed children at risk for heightened levels of teacher-reported aggression. Mediational analyses revealed that an emotion processing risk index fit a model of significant partial mediation between happiness and aggression but not between anger and aggression. The results suggest the multifaceted manner in which children's emotion experiences may influence the development of aggressive tendencies.The authors thank the teachers, staff, parents, and students of the Smyrna, DE, school district for their enthusiastic participation in this project and the dedicated work of Fran Haskins and our many research assistants at the University of Delaware.