Self-Regulation, Emotion Understanding and Aggressive Behaviour in Preschool Boys / Samokontrola, razumijevanje emocija i agresivno ponašanje dječaka predškolske dobi

Abstract

Previous research has shown that children with greater self-regulation exhibit less aggressive behaviour in their everyday interactions with peers. Boys are usually more aggressive than girls, have lower self-regulation and understand primary emotions less. However, those who understand emotions better behave more prosocially. Therefore, the aim of the present study was to examine the relationship of self-regulation and emotion understanding with regard to aggressive behaviour in preschool boys. The participants in this study included 241 boys aged 3 to 7, their parents (both mothers and fathers) and preschool teachers. Self-regulation was measured by parental estimations of inhibitory control and attentional focusing. Aggressive behaviour was measured by teachers' estimations, while emotion understanding was assessed in individual interviews with the boys. The results showed that the boys who recognized and described primary emotions better and had high self-regulation showed less aggressive behaviour, while those who understood emotions less and had low selfregulation behaved more aggressively. The results were discussed in the light of importance of strengthening self-regulation and emotion understanding in preschool boys as a way of developing their social and emotional competence.

Peran Executive Function Anak Sebagai Mediator Dalam Hubungan Parenting Self-Efficacy Dan Regulasi Diri Anak Usia Prasekolah

“…Keterampilan regulasi diri anak usia prasekolah yang baik juga ditemukan memprediksi masalah perilaku yang lebih rendah dan performa akademik yang lebih tinggi pada usia sekolah dasar (Rademacher, 2020). Keterampilan regulasi diri yang rendah berhubungan dengan berbagai masalah pada anak, seperti masalah agresivitas (Brajša-Žganec & Hanzec, 2015;White et al, 2013), hiperaktivitas (Rademacher et al, 2022), dan perilaku internalizing (Robson et al, 2020). Hal tersebut dapat terjadi karena anak-anak yang mengalami kesulitan dalam meregulasi diri kurang mampu untuk mengontrol emosi dan tingkah lakunya sehingga membentuk pola tingkah laku yang maladaptif (Brajša-Žganec & Hanzec, 2015).…”

“…Keterampilan regulasi diri yang rendah berhubungan dengan berbagai masalah pada anak, seperti masalah agresivitas (Brajša-Žganec & Hanzec, 2015;White et al, 2013), hiperaktivitas (Rademacher et al, 2022), dan perilaku internalizing (Robson et al, 2020). Hal tersebut dapat terjadi karena anak-anak yang mengalami kesulitan dalam meregulasi diri kurang mampu untuk mengontrol emosi dan tingkah lakunya sehingga membentuk pola tingkah laku yang maladaptif (Brajša-Žganec & Hanzec, 2015). Anak-anak yang memiliki keterampilan regulasi diri yang rendah juga seringkali kesulitan untuk menahan responrespon otomatis (Martins et al, 2016).…”