The browser you are using is not supported by this website. All versions of Internet Explorer are no longer supported, either by us or Microsoft (read more here: https://www.microsoft.com/en-us/microsoft-365/windows/end-of-ie-support).

Please use a modern browser to fully experience our website, such as the newest versions of Edge, Chrome, Firefox or Safari etc.

The Impact of Developing Social Perspective-taking Skills on Emotionality in Middle and Late Childhood

På svenska

Author

Summary, in English

A sample of 209 children was followed longitudinally to examine the impact of growing perspective-taking skills on positive and negative emotionality in middle and late childhood. Perspective-taking skills were assessed through interviews. Teachers rated children's emotional reactivity and capacity to regain a neutral state following emotional arousal. Analyses of contemporaneous data revealed that more developed perspective-taking skills were associated with moderate levels of emotional reactivity. In addition, in children with high emotional reactivity, good perspective-taking skills were associated with good capacity to regain a neutral affective state following emotional arousal. Longitudinal analyses revealed that children who made gains in perspective-taking skills over a two-year-period became more moderate in negative emotional reactivity and improved their ability to down-regulate strong positive emotions. The overall findings support the notion that children use perspective-taking skills as a tool for optimal regulation of emotional responses.

Publishing year

2011

Language

English

Pages

353-375

Publication/Series

Social Development

Volume

20

Issue

2

Document type

Journal article

Publisher

Wiley-Blackwell

Topic

  • Psychology

Keywords

  • perspective taking
  • emotion regulation
  • middle childhood
  • late childhood

Status

Published

Project

  • The multifaceted nature of social competence during middle childhood

ISBN/ISSN/Other

  • ISSN: 0961-205X