Context-Inappropriate Anger, Emotion Knowledge Deficits, and Negative Social Experiences in Preschool

Autor/inn/en	Locke, Robin L.; Miller, Alison L.; Seifer, Ronald; Heinze, Justin E.
Titel	Context-Inappropriate Anger, Emotion Knowledge Deficits, and Negative Social Experiences in Preschool
Quelle	In: Developmental Psychology, 51 (2015) 10, S.1450-1463 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0039528
Schlagwörter	Preschool Children; Psychological Patterns; Emotional Response; Peer Relationship; Peer Acceptance; Social Isolation; Low Income Groups; Interpersonal Competence; Visual Stimuli; Context Effect; Emotional Adjustment; Emotional Experience; Developmentally Appropriate Practices; Child Behavior; Statistical Analysis; Correlation; Predictor Variables; Check Lists; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Emotionales Verhalten; Peer-Beziehungen; Soziale Isolation; Interpersonale Kompetenz; Emotionale Anpassung; Entwicklungsbezogene Bildung; Statistische Analyse; Korrelation; Prädiktor; Checkliste
Abstract	This study examined contextually inappropriate (CI) anger in relation to emotion recognition and situation knowledge, negative social experiences, and externalizing behavior among low-income 4-year-olds attending Head Start (n = 134). Approximately 23% showed anger when presented with positive/neutral slides and videos (valence-incongruent CI anger), whereas 40% of children showed anger when presented with negative slides and videos (valence-congruent CI anger). Valence-incongruent CI anger was associated with lower emotion situation knowledge (for boys only), more self-reported peer rejection and loneliness, and greater negative nominations by teachers and peers. Both valence-incongruent and (for boys only) valence-congruent CI anger were positively associated with externalizing behavior. Overall, valence-incongruent CI anger was more strongly associated with negative child outcomes than valence-congruent CI anger. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01