Exploring the characteristics of aggressive preschoolers: Social-cognitive and emotional aspects

• Main Authors: Mei-Li, Chuang, 莊美麗
• Other Authors: Ching-Ling, Cheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/08466286231415967350

碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 99 === 　　The purpose of this study was to examine the relationships among two types of aggression (physical, relational), emotional competence and social-cognitive ability in preschoolers. Participants of this study were 82 preschoolers (44 boys and 38 girls, mean age = 5.9 years old) in senior classes of three kindergartens in Taipei. Children’s aggression was assessed by peer nominations and teacher ratings. The tasks for assessing emotional competence were “Basic Emotional Recognition”, “Emotion Situation Knowledge” and “Emotional Display Rules”, and social-cognitive ability was measured by Strange Stories in this study. 　　The main findings were as follows: 1. Boys were more physically aggressive than girls. There were no significant gender differences in relational aggression, basic emotional recognition, emotion situation knowledge, emotional display rules, and social-cognitive abilities. 2. For Based on the data from both informants, physical aggression was highly associated with relational aggression in preschoolers. There were significant correlations between the scores from peer nomination and teacher ratings in preschoolers’ aggression. 3. Preschoolers had more difficulty in recognizing expressions of anger and fear. Young children appeared to feel confused about the situations evoking anger and sadness. 4. Negative stories were understood more easily than positive stories. Furthermore, neutralization was chosen most frequently as the display strategy in the discrepant stories. Preschoolers, no matter what gender or group of aggressors, provided more self-protective reasons in their motivations of hiding emotions. 5. Controlling for language abilities and relational aggressions, physical aggression was not significantly associated with emotional understanding, emotional display rules knowledge, and social-cognitive abilities. Controlling for language abilities and physical aggressions, relational aggression was not significantly associated with emotional understanding, emotional display rules knowledge, and social-cognitive abilities when. 6. There were no significant differences among different groups of aggressors in emotional understanding, emotional display rules knowledge, and social-cognitive abilities.