The Study of the Aggression Levels of Preschool Children in Terms of Emotion Expression and Emotion Regulation

Ersan, Ceyhun; Tok, Şükran

doi:10.15390/eb.2019.8150

Cited by 10 publications

(8 citation statements)

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“…Our findings are in line with previous research and systematic reviews, showing that emotional regulation challenges are more associated with impulsive and aggressive behaviours compared with victimization. 15 , 22 , 71 Several explanations can shed light on this association. For example, heightened emotional states triggered by frustration or stress might prompt children to resort to aggressive actions as a coping mechanism.…”

Section: Discussionmentioning

confidence: 99%

Preschool Aggression and Victimization: A Short-Term Longitudinal Analysis of the Immediate Social Environment

Navarro,

Larrañaga,

Yubero

et al. 2024

PRBM

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Introduction Preschool aggression, a significant concern, requires an in-depth examination beyond individual factors. This study explored the link between individual characteristics, immediate social environment variables, and the likelihood of preschoolers being nominated as aggressors or victims. The novelty of the study lies in its comprehensive longitudinal examination, using a multi-informant approach, of how family dynamics, peer relations, teacher-child interactions, and community factors are related to preschool aggression within the context of Bronfenbrenner’s ecological system theory. Methods Data was collected at two points, four months apart, to investigate the interplay among sociodemographic, individual, family, and school factors and subsequent child aggression. The study included 394 children (184 girls, 210 boys), aged 3 to 6 years (M = 4.36, SD = 0.87). Caregivers completed questionnaires on socioeconomic status, community relationships, children’s emotional regulation, and family functioning. Teachers rated closeness with each child, while children nominated liked and disliked peers, as well as those exhibiting aggressive or victimized behaviour. Results Logistic regression models revealed stronger associations between peer aggression and victimization and individual factors over microsystems. Surprisingly, community cohesion showed a robust positive link with an increased likelihood of children being nominated as victims, challenging the assumption that positive parenting practices and strong community cohesion always leads to positive outcomes for individuals. Discussion The study advances theoretical understanding by examining how factors within preschoolers’ microsystems influence aggressive behaviors, contributing to more holistic models for addressing preschool aggression and victimization in schools. The findings highlight the significance of targeted interventions, emphasizing early identification of aggression or victimization signs and customized programs for social and emotional skill development. Addressing parental stress and interparental conflict is crucial. Additionally, community-based initiatives, like strengthening support networks, play a pivotal role in fostering healthier social dynamics among preschoolers.

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Section: Discussionmentioning

confidence: 99%

Preschool Aggression and Victimization: A Short-Term Longitudinal Analysis of the Immediate Social Environment

Navarro,

Larrañaga,

Yubero

et al. 2024

PRBM

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“…These results are not surprising, especially when taking into account the normative reduction of ADHD symptoms and the greater decline and lower stability of symptoms of hyperactivity and impulsivity when compared to attention [35,36]. In primary school, attention symptoms begin to take on a more dominant role, and this continues through secondary school [37,38] and may also be associated with slow cognitive tempo [12]. Although the results in this research were obtained on a large sample of primary and secondary school students, a longitudinal design that begins at preschool age and includes monitoring potential changes in the dimensions of ADHD and ODD could yield more reliable results about the transdiagnostic role of emotional dysregulation and impulsivity in the potential development of these disorders.…”

Section: Discussionmentioning

confidence: 99%

“…Data were collected from a sample of 1161 students (624 girls and 537 boys) in grades 5-8 of primary school and grades 1-4 of secondary school (Table 1). In the Republic of Croatia, where the research was conducted, primary school lasts eight years (children aged [7][8][9][10][11][12][13][14], and secondary school lasts four years (children aged [14][15][16][17][18]. The grade was chosen as a category variable representing the age and the developmental and educational level of children and adolescents.…”

Section: Participantsmentioning

confidence: 99%

“…Problems in these aspects of social behaviour can be reduced to three basic types of externalised problems [11]: Aggressiveness, Delinquency and Hyperactivity. Aggressiveness can be defined as innate behaviour, as learned and motivational behaviour (frustration-aggression theory), as behaviour related to cognitive development and socio-cognitive processes, or as behaviour caused by a number of different factors [12]. Aggressiveness peaks at preschool age.…”

Section: Introductionmentioning

confidence: 99%

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Examination of the Transdiagnostic Role of Impulsivity in the Development of ADHD and ODD Symptoms in Primary and Secondary School Students

Barać

Vulić-Prtorić

2023

Education Sciences

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Attention Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) exhibit high comorbidity and variability in terms of dominant comorbid factors across the lifespan. Given the high comorbidity between these disorders, the transdiagnostic factors that may underlie them and could be used to develop effective treatments are of great importance. The focus of this research was on the role of impulsivity as a transdiagnostic factor in the development of ADHD and ODD symptoms in primary and secondary school students. Data were collected from 1161 primary (5th to 8th grade) and secondary (1st to 4th grade) school students (624 females and 537 males). Two models were tested, one for primary and one for secondary school students. Both models propose a significant relationship between ADHD symptoms and ODD, with an emphasis on the relationship between impulsivity and angry/irritable mood. The model for secondary school students does not fit the data, while the model for primary school students fits the data but emphasises attention as the most important factor. These results can be explained by the context of developmental changes and the school environment, both of which influence the stability and intensity of ADHD symptoms.

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“…Thus, teachers' emotions are seen at the very center of any teaching activity (Chen, 2019a). There have been several definitions of the term "emotions" due to the complex nature of emotions (Chen, 2019a;Ersan & Tok, 2020;Fried et al, 2015;King & Chen, 2019). As Pekrun et al, (2002) explain, emotions can be regarded as sets of psychological processes which are interrelated and are the feelings that an individual experiences towards certain stimuli.…”

Section: Introductionmentioning

confidence: 99%

The Role of Job Satisfaction in Predicting Teacher Emotions: A Study on English Language Teachers

Erarslan¹

2022

Int. J. of Cont. Edu. Res.

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The Study of the Aggression Levels of Preschool Children in Terms of Emotion Expression and Emotion Regulation

Abstract: * Bu makale Ceyhun Ersan'ın Şükran Tok danışmanlığında yürüttüğü "Okul öncesi dönem çocuklarının saldırganlık düzeylerinin duygu ifade etme ve duygu düzenleme açısından incelenmesi" başlıklı doktora tezinden üretilmiştir.

Cited by 10 publications

References 109 publications

Preschool Aggression and Victimization: A Short-Term Longitudinal Analysis of the Immediate Social Environment

Preschool Aggression and Victimization: A Short-Term Longitudinal Analysis of the Immediate Social Environment

Examination of the Transdiagnostic Role of Impulsivity in the Development of ADHD and ODD Symptoms in Primary and Secondary School Students

The Role of Job Satisfaction in Predicting Teacher Emotions: A Study on English Language Teachers

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