Skip to main content
Top
Gepubliceerd in:

22-01-2016 | Original Paper

Child Emotion Regulation and Peer Victimization: The Moderating Role of Child Sex

Auteurs: Diana Morelen, Michael Southam-Gerow, Janice Zeman

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 6/2016

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

This study examined the role of child sex in the link between child emotion regulation (ER) and peer victimization. Three facets of ER (i.e., regulation coping, inhibition, dysregulation) were considered within the context of three emotions (i.e., anger, sadness, worry) using two reporters: children (n = 114; 62 % girls; M age = 9.3 years; 57 % White) and a maternal caregiver. Mothers and children completed questionnaires on children’s ER strategies and peer victimization. Results of correlation and moderation analyses suggested that ER related to victimization with patterns varying by child sex and emotion type. Specifically, girls with anger regulation difficulties were at greater risk for victimization compared to boys with anger regulation difficulties. For boys, inhibition of sadness and worry and dysregulated worry significantly related to increased victimization. Applications to ER theory as well as applied prevention/intervention efforts are discussed.
Literatuur
go back to reference Brody, L. R., & Hall, J. A. (2008). Sex and emotion in context. In M. Lewis, J. M. Haviland-Jones, & L. Barrett (Eds.), Handbook of emotions (3rd ed., pp. 395–408). New York, NY: Guilford Press. Brody, L. R., & Hall, J. A. (2008). Sex and emotion in context. In M. Lewis, J. M. Haviland-Jones, & L. Barrett (Eds.), Handbook of emotions (3rd ed., pp. 395–408). New York, NY: Guilford Press.
go back to reference Cassano, M. C., & Zeman, J. L. (2010). Parental socialization of sadness regulation in middle childhood: The role of expectations and gender. Developmental Psychology, 46, 1214–1226. doi:10.1037/a0019851.CrossRefPubMed Cassano, M. C., & Zeman, J. L. (2010). Parental socialization of sadness regulation in middle childhood: The role of expectations and gender. Developmental Psychology, 46, 1214–1226. doi:10.​1037/​a0019851.CrossRefPubMed
go back to reference Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, 67, 2317–2327. doi:10.2307/1131625.CrossRefPubMed Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, 67, 2317–2327. doi:10.​2307/​1131625.CrossRefPubMed
go back to reference Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28, 67–91. doi:10.1007/s10935-007-0081-0.CrossRefPubMed Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28, 67–91. doi:10.​1007/​s10935-007-0081-0.CrossRefPubMed
go back to reference Eisenberg, N., Valiente, C., Fabes, R. A., Smith, C. L., Reiser, M., Shepard, S. A., & Cumberland, A. J. (2003). The relations of effortful control and ego control to children’s resiliency and social functioning. Developmental Psychology, 39, 761–776. doi:10.1037/0012-1649.39.4.761.CrossRefPubMed Eisenberg, N., Valiente, C., Fabes, R. A., Smith, C. L., Reiser, M., Shepard, S. A., & Cumberland, A. J. (2003). The relations of effortful control and ego control to children’s resiliency and social functioning. Developmental Psychology, 39, 761–776. doi:10.​1037/​0012-1649.​39.​4.​761.CrossRefPubMed
go back to reference Folk, J. B., Zeman, J. L., Poon, J. A., & Dallaire, D. H. (2014). A longitudinal examination of emotion regulation: Pathways to anxiety and depressive symptoms in urban minority youth. Child and Adolescent Mental Health, 19, 243–250. doi:10.1111/camh.12058.CrossRef Folk, J. B., Zeman, J. L., Poon, J. A., & Dallaire, D. H. (2014). A longitudinal examination of emotion regulation: Pathways to anxiety and depressive symptoms in urban minority youth. Child and Adolescent Mental Health, 19, 243–250. doi:10.​1111/​camh.​12058.CrossRef
go back to reference Garner, P. W., & Hinton, T. (2010). Emotional display rules and emotion self-regulation: Associations with bullying and victimization in community-based after school programs. Journal of Community & Applied Social Psychology, 20, 480–496. doi:10.1002/casp.105.CrossRef Garner, P. W., & Hinton, T. (2010). Emotional display rules and emotion self-regulation: Associations with bullying and victimization in community-based after school programs. Journal of Community & Applied Social Psychology, 20, 480–496. doi:10.​1002/​casp.​105.CrossRef
go back to reference Hanish, L. D., Eisenberg, N., Fabes, R. A., Spinrad, T. L., Ryan, P., & Schmidt, S. (2004). The expression and regulation of negative emotions: Risk factors for young children’s peer victimization. Development and Psychopathology, 16, 335–353. doi:10.1017/S0954579404044542.CrossRefPubMed Hanish, L. D., Eisenberg, N., Fabes, R. A., Spinrad, T. L., Ryan, P., & Schmidt, S. (2004). The expression and regulation of negative emotions: Risk factors for young children’s peer victimization. Development and Psychopathology, 16, 335–353. doi:10.​1017/​S095457940404454​2.CrossRefPubMed
go back to reference Harter, S. (1985, updated 2012). Manual for the self-perception profile for children. Denver, CO: University of Denver. Harter, S. (1985, updated 2012). Manual for the self-perception profile for children. Denver, CO: University of Denver.
go back to reference Hawker, D. J., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41, 441–455. doi:10.1111/1469-7610.00629.CrossRefPubMed Hawker, D. J., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41, 441–455. doi:10.​1111/​1469-7610.​00629.CrossRefPubMed
go back to reference Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press. Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.
go back to reference Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J.-P., Krauthamer-Ewing, E. S., & Finlon, K. J. (2008). Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior. Development and Psychopathology, 20, 369–397. doi:10.1017/S0954579408000175.CrossRefPubMed Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J.-P., Krauthamer-Ewing, E. S., & Finlon, K. J. (2008). Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior. Development and Psychopathology, 20, 369–397. doi:10.​1017/​S095457940800017​5.CrossRefPubMed
go back to reference Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65, 159–185.CrossRefPubMed Juvonen, J., & Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65, 159–185.CrossRefPubMed
go back to reference Kelly, B. M., Schwartz, D., Gorman, A. H., & Nakamoto, J. (2008). Violent victimization in the community and children’s subsequent peer rejection: The mediating role of emotion dysregulation. Journal of Abnormal Child Psychology, 36, 175–185. doi:10.1007/s10802-007-9168-6.CrossRefPubMed Kelly, B. M., Schwartz, D., Gorman, A. H., & Nakamoto, J. (2008). Violent victimization in the community and children’s subsequent peer rejection: The mediating role of emotion dysregulation. Journal of Abnormal Child Psychology, 36, 175–185. doi:10.​1007/​s10802-007-9168-6.CrossRefPubMed
go back to reference Kochenderfer-Ladd, B., & Wardrop, J. L. (2001). Chronicity and instability of children’s peer victimization experiences as predictors of loneliness and social satisfaction trajectories. Child Development, 72, 134–151. doi:10.1111/1467-8624.00270.CrossRefPubMed Kochenderfer-Ladd, B., & Wardrop, J. L. (2001). Chronicity and instability of children’s peer victimization experiences as predictors of loneliness and social satisfaction trajectories. Child Development, 72, 134–151. doi:10.​1111/​1467-8624.​00270.CrossRefPubMed
go back to reference Kusché, C. A., & Greenberg, M. T. (2012). The PATHS curriculum: Promoting emotional literacy, prosocial behavior, and caring classrooms. In S. R. Jimerson, A. B. Nickerson, M. J. Mayer, M. J. Furlong, S. R. Jimerson, A. B. Nickerson, et al. (Eds.), Handbook of school violence and school safety: International research and practice (2nd ed., pp. 435–446). New York: Routledge/Taylor & Francis Group. Kusché, C. A., & Greenberg, M. T. (2012). The PATHS curriculum: Promoting emotional literacy, prosocial behavior, and caring classrooms. In S. R. Jimerson, A. B. Nickerson, M. J. Mayer, M. J. Furlong, S. R. Jimerson, A. B. Nickerson, et al. (Eds.), Handbook of school violence and school safety: International research and practice (2nd ed., pp. 435–446). New York: Routledge/Taylor & Francis Group.
go back to reference Perry, D. G., Williard, J. C., & Perry, L. C. (1990). Peers’ perceptions of the consequences that victimized children provide aggressors. Child Development, 61, 1310–1325. doi:10.2307/1130744.CrossRefPubMed Perry, D. G., Williard, J. C., & Perry, L. C. (1990). Peers’ perceptions of the consequences that victimized children provide aggressors. Child Development, 61, 1310–1325. doi:10.​2307/​1130744.CrossRefPubMed
go back to reference Rose, C. A., Simpson, C. G., & Moss, A. (2015). The bullying dynamic: Prevalence of involvement among a large-scale sample of middle and high school youth with and without disabilities. Psychology in The Schools, 52, 515–531. doi:10.1002/pits.21840.CrossRef Rose, C. A., Simpson, C. G., & Moss, A. (2015). The bullying dynamic: Prevalence of involvement among a large-scale sample of middle and high school youth with and without disabilities. Psychology in The Schools, 52, 515–531. doi:10.​1002/​pits.​21840.CrossRef
go back to reference Saarni, C. (1990). Emotional competence: How emotions and relationships become integrated. In R. A. Thompson (Ed.), Nebraska Symposium on Motivation 1988, Socio-emotional development (pp. 115–182). Lincoln: University of Nebraska Press. Saarni, C. (1990). Emotional competence: How emotions and relationships become integrated. In R. A. Thompson (Ed.), Nebraska Symposium on Motivation 1988, Socio-emotional development (pp. 115–182). Lincoln: University of Nebraska Press.
go back to reference Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40, 668–676. doi:10.1080/15374416.2011.597090.CrossRef Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40, 668–676. doi:10.​1080/​15374416.​2011.​597090.CrossRef
go back to reference Sontag, L. M., & Graber, J. A. (2010). Coping with perceived peer stress: Gender-specific and common pathways to symptoms of psychopathology. Developmental Psychology, 46, 1605–1620. doi:10.1037/a0020617.CrossRefPubMed Sontag, L. M., & Graber, J. A. (2010). Coping with perceived peer stress: Gender-specific and common pathways to symptoms of psychopathology. Developmental Psychology, 46, 1605–1620. doi:10.​1037/​a0020617.CrossRefPubMed
go back to reference Suveg, C., Hoffman, B., Zeman, J. L., & Thomassin, K. (2009). Common and specific emotion- related predictors of anxious and depressive symptoms in youth. Child Psychiatry and Human Development, 40, 223–239. doi:10.1007/s10578-008-0121-x.CrossRefPubMed Suveg, C., Hoffman, B., Zeman, J. L., & Thomassin, K. (2009). Common and specific emotion- related predictors of anxious and depressive symptoms in youth. Child Psychiatry and Human Development, 40, 223–239. doi:10.​1007/​s10578-008-0121-x.CrossRefPubMed
go back to reference Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(25–52), 250–283. doi:10.2307/1166137. Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(25–52), 250–283. doi:10.​2307/​1166137.
go back to reference Underwood, M. K. (1997). Peer social status and children’s understanding of the expression and control of positive and negative emotions. Merrill-Palmer Quarterly, 43, 610–634. Underwood, M. K. (1997). Peer social status and children’s understanding of the expression and control of positive and negative emotions. Merrill-Palmer Quarterly, 43, 610–634.
go back to reference Underwood, M. K., & Bjornstad, G. J. (2001). Children’s emotional experience of peer provocation: The relation between observed behaviour and self-reports of emotions, expressions, and social goals. International Journal of Behavioral Development, 25, 320–330. doi:10.1080/01650250143000085.CrossRef Underwood, M. K., & Bjornstad, G. J. (2001). Children’s emotional experience of peer provocation: The relation between observed behaviour and self-reports of emotions, expressions, and social goals. International Journal of Behavioral Development, 25, 320–330. doi:10.​1080/​0165025014300008​5.CrossRef
go back to reference Zeman, J., Cassano, M., & Adrian, M. C. (2013). Socialization influences on children’s and adolescents’ emotional self-regulation processes: A developmental psychopathology perspective. In K. Barrett, N. A. Fox, G. A. Morgan, D. J. Fidler, & L. A. Daunhauer (Eds.), Handbook of self-regulatory processes in development: New directions and international perspectives (pp. 79–106). New York: Psychology Press. Zeman, J., Cassano, M., & Adrian, M. C. (2013). Socialization influences on children’s and adolescents’ emotional self-regulation processes: A developmental psychopathology perspective. In K. Barrett, N. A. Fox, G. A. Morgan, D. J. Fidler, & L. A. Daunhauer (Eds.), Handbook of self-regulatory processes in development: New directions and international perspectives (pp. 79–106). New York: Psychology Press.
Metagegevens
Titel
Child Emotion Regulation and Peer Victimization: The Moderating Role of Child Sex
Auteurs
Diana Morelen
Michael Southam-Gerow
Janice Zeman
Publicatiedatum
22-01-2016
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 6/2016
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-016-0360-6