The role of emotion regulation for coping with school-based peer-victimisation in late childhood
journal contributionposted on 2016-12-09, 11:11 authored by Sarah E. Gardner, Lucy R. Betts, James Stiller, Janine CoatesJanine 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.
- Sport, Exercise and Health Sciences
Published inPersonality and Individual Differences
CitationGARDNER, 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.
- AM (Accepted Manuscript)
Publisher statementThis 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/
NotesThis 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.