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The Impact of Developing Social Perspective-taking Skills on Emotionality in Middle and Late Childhood

In English

Författare

Summary, in English

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.

Publiceringsår

2011

Språk

Engelska

Sidor

353-375

Publikation/Tidskrift/Serie

Social Development

Volym

20

Issue

2

Dokumenttyp

Artikel i tidskrift

Förlag

Wiley-Blackwell

Ämne

  • Psychology

Nyckelord

  • perspective taking
  • emotion regulation
  • middle childhood
  • late childhood

Status

Published

Projekt

  • The multifaceted nature of social competence during middle childhood

ISBN/ISSN/Övrigt

  • ISSN: 0961-205X