ERIC Number: EJ647736
Record Type: Journal
Publication Date: 2001
Reference Count: N/A
Children's Use and Knowledge of Display Rules for Anger following Hypothetical Vignettes versus following Live Peer Interaction.
Parker, Elizabeth H.; Hubbard, Julie A.; Ramsden, Sally R.; Relyea, Nicole; Dearing, Karen F.; Smithmyer, Catherine M.; Schimmel, Kelly D.
Social Development, v10 n4 p528-57 2001
Examined correspondence between second-graders' use and knowledge of anger display rules. Found that children's responses were moderately related across two contexts. Following live interactions, compared to hypothetical vignettes, children reported feeling and expressing less anger, intending to hide their anger more, and dissembling their anger more. Observations of anger expression did not relate to anger experience or expression. (Author/KB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A