Publication: Cognitive empathy as a moderator in the relation between negative emotionality traits and schoolchildren’s aggressive behaviours
Authors
Sánchez-Pérez, Noelia ; González Salinas, Carmen
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Publisher
Routledge, Taylor & Francis Group
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DOI
https://doi.org/10.4324/9780429287459-15
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info:eu-repo/semantics/bookPart
Description
Abstract
Given the consequences of aggressive behaviours for children’s development, researchers have tried to ascertain which individual characteristics might act as risk factors. This study examined the potential association of negative emotionality traits and empathy abilities with children’s aggressive behaviours in the classroom. In undertaking this task, main and interaction effects between the dispositional variables were taken into account. The sample was composed of 141 children (M = 8.75; 78 boys). Parents reported on their children’s empathy and negative emotionality, and teachers reported aggressive behaviours exhibited by children at school. The analyses showed a main effect of cognitive empathy on aggressive behaviours, and interaction effects between children’s negative emotionality traits (anger, fear, and sadness), and cognitive empathy. No significant results were found for models including negative reactivity and affective empathy. These findings provide insights that could be helpful for the development of intervention programmes aiming at preventing the negative consequences of aggressive behaviours in childhood.
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