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The role of emotion regulation for coping with school-based peer-victimisation in late childhood

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journal contribution
posted on 09.12.2016 by Sarah E. Gardner, Lucy R. Betts, James Stiller, Janine Coates
The current research examined the role of two emotion regulation processes, cognitive reappraisal and emotion suppression, on maladaptive victimisation coping following school-based peer-victimisation in late childhood (n = 443). The relationship between emotion regulation and maladaptive coping was also tested for serial mediation effects, linking peer-victimisation and school loneliness. Results showed that poor emotion regulation in children was positively associated with maladaptive peer-victimisation coping. Moreover, the relationship between cognitive reappraisal and maladaptive coping was found to mediate the relationship between peer-victimisation experiences and school loneliness. These findings have implications for the development of school-based peer-victimisation intervention strategies that focus on improving children's emotional competencies.

History

School

  • Sport, Exercise and Health Sciences

Published in

Personality and Individual Differences

Citation

GARDNER, S.E. ... et al, 2016. The role of emotion regulation for coping with school-based peer-victimisation in late childhood. Personality and Individual Differences, 107, pp. 108-113.

Publisher

© Elsevier

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Acceptance date

14/11/2016

Publication date

2016

Notes

This paper was published in the journal Personality and Individual Differences and the definitive published version is available at https://doi.org/10.1016/j.paid.2016.11.035.

ISSN

0191-8869

Language

en

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