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Originalarbeiten/Original articles

Wissen über Emotionsregulationsstrategien bei Vorschulkindern mit und ohne Migrationshintergrund

Published Online:August 27, 2014https://doi.org/10.1024/1422-4917/a000307

Abstract

Fragestellung: Es wird untersucht, ob sich Kinder mit und ohne Migrationshintergrund in der Einschätzung der Effektivität von vorgegebenen behavioralen und mentalen Strategien und dem Generieren von Strategien (Wissen über Emotionsregulationsstrategien) unterscheiden. Methodik: Anhand von N = 210 Kindern (Alter 36–72 Monaten) mit und ohne Migrationshintergrund wurde das Wissen über Emotionsregulationsstrategien mit Bildgeschichten erhoben und miteinander verglichen. Ergebnisse: Die Ergebnisse zeigen, dass das Alter den größten Einfluss auf das Wissen über Emotionsregulationsstrategien im Vorschulalter ausübt. Der Migrationshintergrund erklärt auch nach der Kontrolle des Sprachentwicklungsstands einen bedeutsamen Teil der Varianz bei den vorgegebenen effektiven behavioralen Strategien. Der Effekt des Migrationshintergrunds auf andere Strategien fällt dagegen nicht signifikant aus. Schlussfolgerungen: Die Ergebnisse legen nahe, dass vermutlich weitere Faktoren neben dem Migrationshintergrund eine Rolle in der Entwicklung einzelner Bereiche des Wissens über Emotionsregulationsstrategien spielen.


Knowledge of emotion-regulation strategies in preschool children from German and immigrant families

Objective: The present study investigated whether children with and without migration background differed in their assessment of the effectiveness of presented behavioral and mental strategies, and in the generation of effective behavioral and mental emotion-regulation strategies (knowledge of emotion regulation strategies). Method: A sample of N = 210 children (age 36–72 months) with and without migration background was compared in their knowledge of emotion-regulation strategies. Results: Results show that the age has the greatest influence on the knowledge of emotion-regulation strategies in preschoolers. After statistical controlling for language skills, we show that immigrant background explained a significant part of the variance of effective presented by behavioral strategies. The effect of migration background on other strategies, however, is not significant. Conclusions: These findings suggest that other factors besides migration background plays a role in the development of parts of knowledge of emotion-regulation strategies.

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