A Comparison of Emotions Elicited in Fair and Unfair Situations between Children with and without Behaviour Problems

Autor/inn/en	Averill-Roper, Gillian; Ricklidge, Julia J.
Titel	A Comparison of Emotions Elicited in Fair and Unfair Situations between Children with and without Behaviour Problems
Quelle	In: International Journal of Special Education, 21 (2006) 2, S.140-154 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Children; Behavior Problems; Antisocial Behavior; Comparative Analysis; Psychological Patterns; Emotional Response; Socioeconomic Status; Depression (Psychology); Anxiety; Intelligence Quotient; Academic Achievement; Foreign Countries; New Zealand; Conners Rating Scales; Child Behavior Checklist; Childrens Manifest Anxiety Scale; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Emotionales Verhalten; Socio-economic status; Sozioökonomischer Status; Angst; Intelligenzquotient; Schulleistung; Ausland; Neuseeland
Abstract	This study compared emotions, assessed during fair and unfair situations, between children (aged 8 to 11) with and without behaviour problems, controlling for SES, depression, anxiety, IQ and educational achievement in order to study the relationship between emotional responses and subclinical antisocial behaviours. Group allocation was determined by parent and teacher reports on the CBCL and the Conners' Rating Scales. Participants imagined themselves in six scenarios (two unfair, two fair and two neutral) where they were either punished or not punished and then rated different emotions from 1 to 7. Emotions varied significantly by group depending on the type of scenario presented. The unfair scenario with a positive outcome for the participant produced the greatest group differences with the behavioural group reporting emotions consistent with antisocial theory such as less guilt, anger and fear, and more pride and happiness than the controls. The results are discussed in terms of early interventions. (Contains 1 table and 5 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10