Development of self-regulation in emotional competence

TASHIRO (KOTOMI)

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

self-regulation, emotional competence, interpersonal relationship, emotional dilemmas, self and other

Summary

Emotions are treated using target skills, such as with social skills training, but emotion’s development remains unclear. To teach interpersonal relationship skills in childhood, childhood emotional dilemmas must be clarified. In this study, we examined to what extent children think of other people in emotional situations. Sixty-six elementary school students were interviewed individually about two situations (school lunch and athletic game), evoking negative and positive emotions between themselves and their friends. We scored the extent to which the participants mentioned themselves and that to which they referred to others. The results of ANOVAs revealed that, in the school lunch scene, all participants referred to others significantly more than to themselves. In the athletic game scene, the first and second graders referred to themselves significantly more than to others, whereas the fifth and sixth graders referred to others significantly more than to themselves. Thus, it may be possible for first graders to embrace a friend having negative feelings when they are positive feelings. In contrast, the first and second graders had difficulty controlling themselves when they had negative emotions, but they may gain such control by fifth or sixth grade. Further consideration could examine psychological variables related to emotion expression.

Auteurs