Anger Regulation and Social Acceptance in Early Adolescence

Perry-Parrish, Carisa; Webb, Lindsey; Zeman, Janice; Spencer, Sarah; Malone, Celeste M.; Borowski, Sarah K.; Reynolds, Elizabeth K.; Hankinson, Jessica; Specht, Matt W.; Ostrander, Rick

doi:10.1177/0272431615611255

Cited by 21 publications

(15 citation statements)

References 47 publications

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“…On the other hand, the results showed that there was a significant gender difference for internalized anger in conjunction with previous studies on emotional expression and management (e.g., Perry-Parrish et al, 2017;Zeman et al, 2013;Rose & Rudolph, 2006). Surprisingly, this study uncovered a higher tendency among male students in restraining anger when compared to female students.…”

Section: Discussionsupporting

confidence: 69%

“…Based on the findings in this study, adolescents with high levels of state anger and trait anger, especially boys might experience intensified pressure to minimize anger reactions during early adolescence even though girls were also discouraged for exhibiting anger to retain politeness and to conform to social norms such as gendered expectations (Perry-Parrish et al, 2017;Denham et al, 2003). However, adolescents' anger management or regulation was exceptionally vital for a healthy physical, mental, and socioemotional development in this challenging transition period, regardless of gender or levels of anger experience.…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 84%

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Anger Experience and Expression among Adolescents: A Test of the STAXI-2 C/A

Ng¹,

Khor²

2018

Proceedings of the 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017)

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Abstract. Adolescents regulate their anger expression more than other negative emotions. Unlike childhood aggression and externalizing behavior problems, the children and adolescents' experience and expression of anger has received relatively little empirical attention. The State-Trait Anger Expression Inventory-2 Child and Adolescent (STAXI-2 C/A; Brunner & Spielberger, 2009) was developed to measure how a child or adolescent experiences, expresses and controls anger. Objectives: The purpose of this study was to explore about the relationship between state anger and trait anger, and to investigate the gender difference in internalized anger. Methods: 100 secondary school students in Malaysia (45 males; 55 females) were recruited through convenience sampling for a cross-sectional survey by using the STAXI-2 C/A (α = .85). Data analysis were conducted by using Cronbach's alpha reliability test, Pearson correlation, and independent sample t-test. Results: The findings revealed that: (1) there was a significant positive relationship between state anger and trait anger; (2) there was a significant difference between male and female students in the Anger Expression-In (AX-I) score. Conclusion: Students with high personality trait anger showed relatively high state anger. Internalized anger was significantly higher among males than females, indicating that males were more likely to suppress their feelings. Recommendations for future research to draw attention to adolescents' anger experience and expression, as well as to implement effective schoolbased anger management programs were suggested for the sake of adolescents' well-being.

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Section: Discussionsupporting

confidence: 69%

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 84%

Anger Experience and Expression among Adolescents: A Test of the STAXI-2 C/A

Ng¹,

Khor²

2018

Proceedings of the 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017)

View full text Add to dashboard Cite

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“…Many related studies have been conducted regarding aggression and peer acceptance while using peer nomination [3,4,53,54]. However, the aggression and peer acceptance in our study were measured via a self-report survey, which makes social desirability bias possible.…”

Section: Discussionmentioning

confidence: 99%

Effect of Aggression on Peer Acceptance Among Adolescents During School Transition and Non-Transition: Focusing on the Moderating Effects of Gender and Physical Education Activities

Shin

Lee

2019

IJERPH

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The present study examined the effect of aggression on peer acceptance among adolescents. We focused on the moderating effects of gender and participation in physical education activities and examined whether these effects varied during school transition. We used longitudinal data of adolescents aged 10 to 17 years that were obtained from a survey that was conducted by the National Youth Policy Institute. In only early adolescence, the interaction effect of gender and physical education activity influenced the relationship between aggression and peer acceptance. Specifically, the negative relationship between aggression and peer acceptance was strengthened among female students who participated in physical education activities as compared to female students who did not. This effect was not observed in male students. However, during transition from primary to secondary school, the negative effect of physical education activities did not exist. For middle-adolescents, for whom physical education activities increased more than previous years, the negative relationship between aggression and peer acceptance worsened. These influences were the same, regardless of gender. Thus, this study suggests that physical education activities improve the negative relationship between aggression and peer acceptance during school transition.

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“…Evidence appears sparse and inconsistent regarding the moderating effect of gender in the association between emotion and status. Among middle school students, moderating effects of gender were found in the association between sadness regulation and peer acceptance (Perry-Parrish & Zeman, 2011), whereas such effects were not found in the association between anger regulation and peer acceptance (Perry-Parrish et al, 2015). Also, the moderating effect of gender was found in the association between negative emotionality and popularity among college students (Anderson et al, 2001).…”

Section: Gender and Race Effects In Emotionsmentioning

confidence: 99%

“…The use of peer-referenced assessment of children’s emotions has been limited with some exceptions (Perry-Parrish, Waasdorp, & Bradshaw, 2012; Perry-Parrish et al, 2015; Perry-Parrish & Zeman, 2011). For example, Perry-Parrish and colleagues (2012) found that peer nominations of negative emotional expressivity (i.e., being sad, being afraid, and crying) were associated with higher levels of externalizing behaviors and lower levels of social competence as rated by teachers.…”

Section: Peer-referenced Assessment Of Children’s Emotionmentioning

confidence: 99%

Peer-Assessed Emotional Expressivity: Unique Association With Status in the Peer Group

Kwon

Willenbrink

Hanrahan

2017

The Journal of Early Adolescence

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We examined the association between peer-assessed emotional expressivity and children's status in the peer group after controlling for social behavior. Participants were 417 elementary school children (X age = 10 years) from a Midwestern urban community and their teachers. Hierarchical multiple regression analyses were used. After controlling for gender, race, and other emotionality, happiness was positively associated with likability and popularity. Sadness was positively associated with disliking and unpopularity, and negatively associated with popularity. Anger was positively associated with disliking and popularity. Overall, emotional expressivity uniquely predicted status after controlling for social behavior. Regarding gender and race effects, girls were perceived as happier than boys and an inverse pattern was found for anger; White children were perceived as happier than Black children. The association between emotionality and status did not differ by gender. Findings expand the literature on predictability of peer-assessed emotions regarding different dimensions of status in the peer group.

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Anger Regulation and Social Acceptance in Early Adolescence

Cited by 21 publications

References 47 publications

Anger Experience and Expression among Adolescents: A Test of the STAXI-2 C/A

Anger Experience and Expression among Adolescents: A Test of the STAXI-2 C/A

Effect of Aggression on Peer Acceptance Among Adolescents During School Transition and Non-Transition: Focusing on the Moderating Effects of Gender and Physical Education Activities

Peer-Assessed Emotional Expressivity: Unique Association With Status in the Peer Group

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