Integrative emotion regulation predicts adolescents' prosocial behavior through the mediation of empathy

被引：64

作者：

Benita, Moti ^{[1
]}

Levkovitz, Tal ^{[2
]}

Roth, Guy ^{[2
]}

机构：

[1] Univ Haifa, Dept Counseling & Human Dev, 199 Aba Khoushy Ave, IL-3498838 Haifa, Israel

[2] Ben Gurion Univ Negev, Dept Educ, Beer Sheva, Israel

来源：

LEARNING AND INSTRUCTION | 2017年 / 50卷

关键词：

Integrative emotion regulation; Prosocial behavior; Empathy; Indirect effect; SELF-DETERMINATION THEORY; EFFORTFUL CONTROL; CONDITIONAL REGARD; AUTONOMY SUPPORT; CHILDRENS; IMPULSIVITY; TEMPERAMENT; RESILIENCY; SCALE; COSTS;

D O I：

10.1016/j.learninstruc.2016.11.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The ability to regulate emotion plays a key role in the development of prosocial behavior. This study uses the self-determination theory conceptualization of emotion regulation to explore whether children's emotion regulation styles differentially predict their prosocial behavior in class. For the study, 240 sixth and seventh grade Israeli students and their teachers responded to self-report measures. The results of structural equation modeling showed integrative emotion regulation predicts student prosocial behavior, both directly and through the mediation of empathy towards classmates. These findings suggest integrative emotion regulation can play an important role in promoting children's psychosocial adjustment in class. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：14 / 20

页数：7

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