The Relations of Emotionality and Regulation to Children's Anger-Related Reactions

Abstract

The purpose of this study was to examine the relations of emotionality (intensity and negative emotion) and regulation (attentional control, mode of coping) to preschoolers' naturally occurring anger reactions. School personnel's ratings of 4-6-year-olds' constructive coping and attentional control were associated with boys' constructive anger reactions whereas their ratings of acting out versus avoidant coping, emotional intensity, and anger intensity generally were correlated with low levels of constructive reactions to anger. Mothers' reports of children's constructive coping and low emotional intensity were associated with children's use of nonabusive language to deal with anger, whereas aggressive coping and negative emotionality were associated with escape behavior when angered. The findings are consistent with the conclusion that individual differences in emotionality and regulatory skills are associated with children's constructive versus nonconstructive anger reactions.

Out of mind, out of heart: Attention affects duration of emotional experience

“…The present set of studies represents an empirical test of the long-standing assumption in research on emotion regulation (e.g., Eisenberg et al, 1994) that, as of yet, has not been tested directly. The results of the present studies suggest that positive and negative emotional experiences tend to be shorter when attention is distracted away from it.…”

The Interactive Effects of Mothers' Reactions and Children's Temperament on 3- to 6-Year-Olds' Aggression

“…Low levels of effortful control have been linked to the externalizing disorders (Eisenberg et al, 2001;Hill, Degnan, Calkin, & Keane, 2006;Oldehinkel et al, 2004). While children's low effortful control predicted higher risk for developing attention problems, aggressive behaviors, and destructive behaviors (e.g., Kochanska & Knaack, 2004;Olson, Sameroff, Kerr, Lopez, & Wellman, 2005), high levels of effortful control acted as a protective factor against aggressive behaviors (Eisenberg, Fabes, Nyman, Bernzweig, & Pinuelas, 1994;Lengua, 2006).…”

Responses to Interpersonal and Physically Provoking Situations: The utility and application of an observation schedule for school‐aged students with and without attention deficit/hyperactivity disorder

“…One distinct aspect of emotional functioning is emotional reactivity (ER), which is said to mediate the relationship between emotional regulation skills and subsequent behaviour (Eisenberg et al, 1995;Fabes et al, 1999). In this regard, the ability to stay calm in emotionally arousing situations is thought to facilitate better solutions, whereas overstimulation is believed to result in aggressive, withdrawal, or disruptive behaviours (Eisenberg, Fabes, Nyman, Bernzweig, & Pinnuelas, 1994). While no consensus currently exists among researchers as to whether ER exists as part of, or as adjunct to, regulation skills, it is clear that ER is implicated in most behavioural responses (Eisenberg et al, 1995;Fabes et al, 1999).…”

“…This ability to remain calm also helps in the students' inclusion and acceptance (Fabes et al, 1999). In contrast, a lack of emotional regulation skills and over-stimulation frequently result in aggressive, withdrawal, and/or disruptive behaviours (Eisenberg et al, 1994). Furthermore, the social transactions of students with AD/HD are typically characterised by high degrees of conflict (Hodgens, Cole, & Boldizar, 2000), more negative behaviour (Klein & Young, 1979;Pelham & Bender, 1982), fewer friendships (Hinshaw, Henker, & Whalen, 1984), and less popularity among peers (Hinshaw & Melnick, 1995;Hodgens et al, 2000;Maedgen & Carlson, 2000;Pelham & Bender, 1982).…”