Peer victimization in preschoolers: the role of emotional competence

dc.contributor.authorCartledge, Emily Elizabeth
dc.contributor.supervisorMuller, Ulrich
dc.date.accessioned2010-10-07T16:24:31Z
dc.date.available2010-10-07T16:24:31Z
dc.date.copyright2010en
dc.date.issued2010-10-07T16:24:31Z
dc.degree.departmentDept. of Psychologyen
dc.degree.levelMaster of Science M.Sc.en
dc.description.abstractMost 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.en
dc.identifier.urihttp://hdl.handle.net/1828/3075
dc.languageEnglisheng
dc.language.isoenen
dc.rightsAvailable to the World Wide Weben
dc.subjectbullyingen
dc.subjectvictimizationen
dc.subjectemotionen
dc.subjectpreschoolersen
dc.subjectregulationen
dc.subjectlanguageen
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Psychology::Developmental psychologyen
dc.titlePeer victimization in preschoolers: the role of emotional competenceen
dc.typeThesisen

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