Emotion regulation and aggressive behavior in preschoolers: the mediating role of social information processing.

This study examined whether the relation between maladaptive emotion regulation and aggression was mediated by deviant social information processing (SIP). Participants were 193 preschool children. Emotion regulation and aggression were rated by teachers.

[Emotion regulation strategies and aggressive behavior of preschool children].

The present study (N = 193) examined use of emotional regulation strategies in physically and relationally aggressive preschool children (mean age: 55 months), compared to non-aggressive peers. To assess emotion regulation, we conducted a structured videotaped behavioral observation of a situation where frustration was elicited. Afterwards, regulation strategies were analyzed in seven categories.

[Social information processing in physically and relationally aggressive preschool children].

Objective: It was examined whether physically and relationally aggressive children exhibit deficits in social information processing.

Method: 193 preschool children (mean age: 55 months) were presented with hypothetical social situations in order to assess responses that indicate deficient social information processing (hostile attribution of intent, generation of aggressive responses, positive evaluation of aggression and aggressive response selection).

Results: Physically aggressive children attributed more hostile intent, generated more aggressive responses, selected more aggressive reactions and had more overall deficits in social information processing than children who were not physically aggressive.

[Assessment of social-emotional competence in health examination for school entry].

In recent years, social-emotional competence of preschool children has come to the fore. In spite of this, social-emotional skills have been largely neglected in health examination for school entry in comparison with cognitive skills. After a description of the concepts "emotional competence" and "social competence" the importance of social-emotional skills for school readiness and academic achievement is shown.