THE RELATIONS OF EMOTIONALITY AND REGULATION TO CHILDRENS ANGER-RELATED REACTIONS
THE RELATIONS OF EMOTIONALITY AND REGULATION TO CHILDRENS ANGER-RELATED REACTIONS
复制标题
DOI：
10.2307/1131369
复制
发表时间：
1994-02-01
影响因子：
4.6
通讯作者：
PINUELAS, A
中科院分区：
文献类型：
--
作者：
EISENBERG, N;FABES, RA;PINUELAS, A
本研究的目的是考察情绪(强度和负性情绪)和调节(注意控制、应对方式)与学龄前儿童自然产生的愤怒反应的关系。学校工作人员对4-6岁儿童的建设性应对和注意控制的评分与男生的建设性愤怒反应有关，而他们的行动应对与回避应对的评分、情绪强度和愤怒强度一般与对愤怒的建设性反应水平较低相关。母亲报告的儿童建设性应对和低情绪强度与儿童使用非辱骂语言来应对愤怒有关，而攻击性应对和消极情绪与愤怒时的逃避行为有关。这些发现与以下结论一致，即情绪和调节技能的个体差异与儿童的建设性愤怒反应和非建设性愤怒反应有关。
The purpose of this study was to examine the relations of emotionality (intensity and negative emotion) and regulation (attentional control, mode of coping) to preschoolers' naturally occurring anger reactions. School personnel's ratings of 4-6-year-olds' constructive coping and attentional control were associated with boys' constructive anger reactions whereas their ratings of acting out versus avoidant coping, emotional intensity, and anger intensity generally were correlated with low levels of constructive reactions to anger. Mothers' reports of children's constructive Coping and low emotional intensity were associated with children's use of nonabusive language to deal with anger, whereas aggressive coping and negative emotionality were associated with escape behavior when angered. The findings are consistent with the conclusion that individual differences in emotionality and regulatory skills are associated with children's constructive versus nonconstructive anger reactions.