The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Emotional Regulation and Display in Classroom Victims of Bullying: Characteristic Expressions of Affect, Coping Styles and Relevant Contextual Factors
Abstract
Research suggests that victims of bullying may lack skills in emotional regulation, a process which facilitates coping with provocative situations to lessen the stress of negative emotions (Cicchetti, Ackerman, & Izard, 1995). The present study examined the emotional regulation and display patterns of victims during classroom bullying episodes. Children in grades one through six were observed during free play in the winter and spring of three consecutive school years. Results of the study indicated that the coping styles observed in victims of bullying can be grouped into two distinct clusters: 1) problem‐solving strategies that are associated with the de‐escalation and resolution of bullying episodes; and 2) aggressive strategies that tend to perpetuate and escalate the bullying interaction. Parallels were found between victims’ and bullies’ emotional displays. Results are discussed in the context of how maladaptive emotional regulation processes may act as risk factors for chronic victimization.
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Citations
Cites
Emotionality, emotion regulation, and preschoolers' social adaptation
Rubin, K. H., Coplan, R. J., Fox, N. A., & Calkins, S. D. (1995) · Development and Psychopathology · doi:10.1017/s0954579400006337 · Cited by 393
Cited by
PISA 2018 Assessment and Analytical Framework
OECD (2019) · PISA · doi:10.1787/b25efab8-en · Cited by 1,614
Update on bullying at school: Science forgotten?
Stassen Berger, K. (2007) · Developmental Review · doi:10.1016/j.dr.2006.08.002 · Cited by 578
Emotional Development: Action, Communication, and Understanding
Saarni, C., Campos, J. J., Camras, L. A., & Witherington, D. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0305 · Cited by 555
Bullying Experiences Among Children and Youth with Autism Spectrum Disorders
Cappadocia, M. C., Weiss, J. A., & Pepler, D. (2012) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-011-1241-x · Cited by 553
Self-citationMcLaughlin, K. A., Hatzenbuehler, M. L., & Hilt, L. M. (2009) · Journal of Consulting and Clinical Psychology · doi:10.1037/a0015760 · Cited by 292
Metadata
- Authors
- Mahady Wilton, M. M., Craig, W. M., & Pepler, D. J.
- Venue
- Social Development
- Publisher
- Wiley
- Published
- 2000-05
- Volume
- 9
- Issue
- 2
- Pages
- 226-245
- ISSN
- 0961-205X (ISSN-L)
- 1467-9507
- OpenAlex
- W2047448729
- Cited by
- 315
- References
- 1
- FWCI
- 4.53
- Type
- journal article
- Language
- en
- Open access
- closed
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- Mahady Wilton, M. M., Craig, W. M., & Pepler, D. J. (2000). Emotional Regulation and Display in Classroom Victims of Bullying: Characteristic Expressions of Affect, Coping Styles and Relevant Contextual Factors. Social Development. https://doi.org/10.1111/1467-9507.00121
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
