Most peer victimization research has focused on school-aged children with little attention paid to victimization in preschoolers. The purpose of this study was to examine the contribution of emotional competencies to peer victimization in children 3 to 5 years old. A social information processing (SIP) model focusing on the role of emotion processes in socially competent interactions is presented. Fifty preschool children completed tasks of emotion regulation, emotion understanding, peer victimization, and verbal ability. Measures of emotionality, emotion regulation, and peer victimization were completed by parents and teachers. No relation was found between preschoolers’ level of emotional competency and degree of peer victimization. Children’s verbal ability was associated with peer victimization. Limitations to the study, practical implications, and avenues for future research are presented.
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3075 |
| Date | 07 October 2010 |
| Creators | Cartledge, Emily Elizabeth |
| Contributors | Muller, Ulrich |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
| Rights | Available to the World Wide Web |
Page generated in 0.0024 seconds