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Citation link: http://nbn-resolving.de/urn:nbn:de:gbv:46-00101966-13
00101966-1.pdf
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Einfluss emotionaler und sozial-kognitiver Prozesse auf das aggressive Verhalten bei Kindern im Kindergartenalter


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Other Titles: The influence of emotional and social-cognitive processes on aggressive behavior in preschool-aged children
Authors: Helmsen, Johanna 
Supervisor: Petermann, Ulrike 
1. Expert: Petermann, Ulrike 
2. Expert: Koglin, Ute 
Abstract: 
This cumulative dissertation focuses on the influence of emotional and social-cognitive processes on aggressive behavior in a sample of 193 preschool-aged children. Data on emotion regulation, social information processing (SIP), and aggressive behavior has been assessed using different methods (teacher report, structured observation, and child interview). Study I (Helmsen&Petermann, 2010a) showed that physically aggressive children exhibited deficits in almost every step of SIP. Relationally aggressive children did not show any biases in SIP. Study II (Helmsen&Petermann, 2010b) showed that physically aggressive children focused their attention on frustrating stimulus and used venting and cognitive verbalization more often than non-physically aggressive children. Relationally aggressive children used venting more often than non-relationally aggressive children. Study III (Helmsen, Koglin&Petermann, 2010) revealed that the relation between maladaptive emotion regulation and aggression was direct and not mediated by SIP biases.
Keywords: emotion regulation, social information processing, physical aggression, relational aggression, mediation, preschool children
Issue Date: 14-Apr-2011
Type: Dissertation
URN: urn:nbn:de:gbv:46-00101966-13
Institution: Universität Bremen 
Faculty: FB11 Human- und Gesundheitswissenschaften 
Appears in Collections:Dissertationen

  

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