The Role of Theory of Mind, Emotion Knowledge and Empathy in Preschoolers' Disruptive Behavior

Basit Öğe Kaydı
dc.WoS.categoriesFamily Studies; Psychology, Developmental; Psychiatryen_US
dc.authorid0000-0003-2794-4549en_US
dc.contributor.authorAkbulut, Müge Ekerim
dc.contributor.authorŞen, Hilal H.
dc.contributor.authorBeşiroğlu, Burcu
dc.contributor.authorSelçuk, Bilge
dc.date.accessioned2020-12-22T09:34:53Z
dc.date.available2020-12-22T09:34:53Z
dc.date.issued2020-01
dc.description.abstractObjectives Research examining disruptive behaviors in clinical groups of preschool and school-aged children has consistently revealed significant difficulties in their emotion knowledge and empathy but intact performance in their theory-ofmind (ToM). However, it is largely not known if these difficulties in emotion knowledge and empathy as opposed to ToM are specific to extreme forms of disruption in clinical groups or rather represent broad deficiencies related to disruptive behaviors in general, including the milder levels exhibited by typically developing children. Milder disruptive behaviors (e.g., whining, arguing, rule-breaking and fighting) in peer contexts might relate to normative variations in socio-cognitive and emotional skills like ToM, emotion knowledge and empathy. To illuminate whether the same pattern of relations observed in clinical samples would arise in typical development, this study aims to examine the role of ToM, emotion knowledge and empathy in typically developing preschoolers' disruptive behaviors. Methods We used individual tasks to measure 116 typically developing Turkish preschoolers' ToM, emotion knowledge (understanding anger and sadness) and empathy for pain, and received mothers' reports about children's levels of disruptive behavior in peer contexts. Results Path analysis showed that among these skills, it was only empathy which predicted disruptive behaviors significantly (beta = -0.25, p < 0.05). Understanding sadness predicted higher empathy (beta = 0.18, p < 0.05) and higher empathy predicted lower disruptive behaviors, but the mediation of empathy in the link between understanding sadness and disruptive behavior was not significant (beta = -0.05, p > 0.05, 90% CI = -0.106, 0.001). Conclusions Overall, our results indicate that empathizing with others' emotions is more important than understanding their mental states and emotions for lower disruptive behaviors.en_US
dc.fullTextLevelFull Texten_US
dc.identifier.doi10.1007/s10826-019-01556-9en_US
dc.identifier.issn1573-2843
dc.identifier.issn1062-1024
dc.identifier.scopus2-s2.0-85073997046en_US
dc.identifier.urihttps://hdl.handle.net/11411/2943
dc.identifier.urihttps://doi.org/10.1007/s10826-019-01556-9
dc.identifier.wosWOS:000510437900014en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.issue1en_US
dc.language.isoenen_US
dc.nationalInternationalen_US
dc.numberofauthors4en_US
dc.pages128-143en_US
dc.publisherSpringeren_US
dc.relation.ispartofJournal of Child and Family Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDisruptive behaviorsen_US
dc.subjectEmpathyen_US
dc.subjectTheory of minden_US
dc.subjectEmotion knowledgeen_US
dc.titleThe Role of Theory of Mind, Emotion Knowledge and Empathy in Preschoolers' Disruptive Behavioren_US
dc.typeArticleen_US
dc.volume29en_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
2020WoSBeşiroğlu.pdf
Boyut:
814.17 KB
Biçim:
Adobe Portable Document Format
Açıklama:
İndir
Lisans paketi
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
license.txt
Boyut:
1.71 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
İndir

Koleksiyon

Faculty of Social Sciences and Humanities
Scopus Indexed Publications
Web of Science Indexed Publications