Developmental differences in children’s interpersonal emotion regulation

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• 作者：Belén López-Pérez ; Ellie L. Wilson ; Giulia Dellaria…
• 关键词：Interpersonal emotion regulation ; Childhood ; Regulation strategies
• 刊名：Motivation and Emotion
• 出版年：2016
• 出版时间：October 2016
• 年：2016
• 卷：40
• 期：5
• 页码：767-780
• 全文大小：467 KB
• 刊物类别：Behavioral Science
• 刊物主题：Psychology
  Psychology
  Personality and Social Psychology
  Clinical Psychology
  
• 出版者：Springer Netherlands
• ISSN：1573-6644
• 卷排序：40

文摘

Previous research on interpersonal emotion regulation (ER) in childhood has been rather unsystematic, focusing mainly on children’s prosocial behaviour, and has been conducted in the absence of an integrative emotion theoretical framework. The present research relied on the interpersonal affect classification proposed by Niven et al. (Emotion, 9:498–509, 2009) to investigate children’s use of different interpersonal ER strategies. The study drew on two samples: 180 parents of children aged between 3 and 8 years reported about a situation where their child was able to change what another person was feeling in order to make them feel better. In addition, 126 children between 3- and 8-years old answered two questions about how they could improve others’ mood. Results from both samples showed age differences in children’s use of interpersonal ER strategies. As expected, ‘affective engagement’ (i.e., focusing on the person or the problem) and ‘cognitive engagement’ (i.e., appraising the situation from a different perspective) were mainly used by 7–8 years-old, whereas ‘attention’ (i.e., distracting and valuing) was most used by 3–4 and 5–6 years-old. ‘Humor’ (i.e., laughing with the target) remained stable across the different age groups. The present research provides more information about the developmental patterns for each specific interpersonal emotion regulation strategy.