ANGER REGULATION PROCESSES IN PEER INTERACTION

拟议研究的目的是：a)探讨 在愤怒表达和假设影响的五个结构之间 愤怒的表达和调节(愤怒的意识、知识 以及愤怒的显示规则的使用、愤怒控制的知识和使用 愤怒调节的策略、动机和生理学 反应性)，b)调查社交地位的作用和 攻击性在儿童愤怒表达和调节中的作用 上述五种结构，c)探讨两者之间的关系 攻击性和愤怒表达的四种亚型，以及d)调查 儿童愤怒表达与调控的性别差异。这些 AIMS将使愤怒调节技能更多地融入 对被拒绝和攻击性儿童的干预(处理问题 预防研究小组，1992)。 课堂数据收集将在51个二年级教室进行。 对每个孩子进行30分钟的单独采访将包括6个 部分：a)社交提名，b)公开的同行提名 攻击性，c)同伴提名的关系攻击性，d)评估 了解和使用愤怒的表现规则，e)评估 了解和使用愤怒控制策略，以及f)评估 愤怒调节的动机。此外，教师还将完成 对每个儿童的反应性和主动性攻击性进行评分。 300名被拒绝、平均和受欢迎的参与者将接受 参与实验室数据收集。实验室方案将 包括收集下列类型的数据：a)录像带 参与者在两次激怒中与一名邦联成员互动， 标准化的竞技游戏范例，以观察性编码 愤怒表达，b)以面谈为基础的知识和使用评估 愤怒的展示规则、愤怒控制的知识和使用 愤怒调节的策略和动机在这两个方面 范例，c)在范例和范例期间收集的生理数据 同时观看最近完成的互动的录像带，以及 D)了解愤怒的自我报告，使用视频召回收集 方法论。

The aims of the proposed research are: a) to explore the relations between anger expression and five constructs hypothesized to influence the expression and regulation of anger (awareness of anger, knowledge and use of display rules for anger, knowledge and use of anger control strategies, motivation for anger regulation, and physiological reactivity), b) to investigate the role of sociometric status and aggression in children's anger expression and regulation and in each of the five constructs listed above, c) to explore the relation between four subtypes of aggression and anger expression, and d) to investigate gender differences in children's anger expression and regulation. These aims will allow anger regulation skills to become more integrated into interventions for rejected and aggressive children (Conduct Problems Prevention Research Group, 1992). Classroom data collection will take place in 51 second-grade classrooms. A thirty-minute individual interview with each child will include six parts: a) sociometric nominations, b) peer nominations for overt aggression, c) peer nominations for relational aggression, d) assessment of knowledge and use of display rules for anger, e) assessment of knowledge and use of anger control strategies, and f) assessment of motivation for anger regulation. In addition, teachers will complete ratings of each child's reactive and proactive aggression. A subsample of 300 rejected, average, and popular participants will take part in laboratory data collection. The laboratory protocol will include the collection of the following types of data: a) videotapes of participants interacting with a confederate in two anger-arousing, standardized competitive game paradigms, to be observationally coded for anger expression, b) an interview-based assessment of knowledge and use of display rules for anger, knowledge and use of anger control strategies, and motivation for anger regulation in these two specific paradigms, c) physiological data collected both during the paradigms and while viewing a videotape of the recently completed interactions, and d) self-report of awareness of anger, collected using a video-recall methodology.