dc.contributor.author | Bengtsson, Hans | de |
dc.contributor.author | Arvidsson, Åsa | de |
dc.date.accessioned | 2011-07-21T02:41:00Z | de |
dc.date.accessioned | 2012-08-29T23:01:39Z | |
dc.date.available | 2012-08-29T23:01:39Z | |
dc.date.issued | 2011 | de |
dc.identifier.uri | http://www.ssoar.info/ssoar/handle/document/26151 | |
dc.description.abstract | A sample of 209 children was followed longitudinally to examine the impact of growing perspective-taking skills on positive and negative emotionality in middle and late childhood. Perspective-taking skills were assessed through interviews. Teachers rated children's emotional reactivity and capacity to regain a neutral state following emotional arousal. Analyses of contemporaneous data revealed that more developed perspective-taking skills were associated with moderate levels of emotional reactivity. In addition, in children with high emotional reactivity, good perspective-taking skills were associated with good capacity to regain a neutral affective state following emotional arousal. Longitudinal analyses revealed that children who made gains in perspective-taking skills over a two-year-period became more moderate in negative emotional reactivity and improved their ability to down-regulate strong positive emotions. The overall findings support the notion that children use perspective-taking skills as a tool for optimal regulation of emotional responses. | en |
dc.language | en | de |
dc.subject.ddc | Psychology | en |
dc.subject.ddc | Psychologie | de |
dc.subject.other | perspective taking; emotion regulation; middle childhood; late childhood | |
dc.title | The impact of developing social perspective-taking skills on emotionality in middle and late childhood | en |
dc.description.review | begutachtet (peer reviewed) | de |
dc.description.review | peer reviewed | en |
dc.source.journal | Social Development | de |
dc.source.volume | 20 | de |
dc.publisher.country | GBR | |
dc.source.issue | 2 | de |
dc.subject.classoz | Entwicklungspsychologie | de |
dc.subject.classoz | Developmental Psychology | en |
dc.identifier.urn | urn:nbn:de:0168-ssoar-261513 | de |
dc.date.modified | 2011-07-21T14:23:00Z | de |
dc.rights.licence | PEER Licence Agreement (applicable only to documents from PEER project) | de |
dc.rights.licence | PEER Licence Agreement (applicable only to documents from PEER project) | en |
ssoar.gesis.collection | SOLIS;ADIS | de |
ssoar.contributor.institution | http://www.peerproject.eu/ | de |
internal.status | 3 | de |
dc.type.stock | article | de |
dc.type.document | journal article | en |
dc.type.document | Zeitschriftenartikel | de |
dc.rights.copyright | f | de |
dc.source.pageinfo | 353-375 | |
internal.identifier.classoz | 10705 | |
internal.identifier.journal | 280 | de |
internal.identifier.document | 32 | |
internal.identifier.ddc | 150 | |
dc.identifier.doi | https://doi.org/10.1111/j.1467-9507.2010.00587.x | de |
dc.description.pubstatus | Postprint | en |
dc.description.pubstatus | Postprint | de |
internal.identifier.licence | 7 | |
internal.identifier.pubstatus | 2 | |
internal.identifier.review | 1 | |
internal.check.abstractlanguageharmonizer | CERTAIN | |
internal.check.languageharmonizer | CERTAIN_RETAINED | |