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ERIC Number: EJ1111207
Record Type: Journal
Publication Date: 2016-Sep
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0165-0254
Bullying, Empathic Concern, and Internalization of Rules among Preschool Children: The Role of Emotion Understanding
Camodeca, Marina; Coppola, Gabrielle
International Journal of Behavioral Development, v40 n5 p459-465 Sep 2016
The present study examined whether bullying, defending, and outsider behaviors in preschool children were associated with two conscience aspects (empathic concern and internalization of rules) and with emotion understanding. We also investigated whether emotion understanding moderated the relationship between these dimensions and bullying roles. Participants were 105 children (51 males), aged 36 to 76 months. Bullying roles were assessed through peer nominations. Internalization of rules and empathic concern were observed in classroom and their scores derived from selected Q-Sort items. Emotion understanding was evaluated with the Puppet Interview administered to children. Results showed that empathic concern and internalization of rules were negatively associated with bullying and outsider behaviors, whereas emotion understanding correlated with defending behavior. The interaction between emotion understanding and internalization of rules was also significant: Low scores on rule-compatible conduct were associated with bullying or outsider behavior, in particular for those children with poor emotion understanding.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy
Identifiers - Assessments and Surveys: California Child Q Set
Grant or Contract Numbers: N/A