Projects

Die Emotionsregulation entwickelt sich in den ersten Lebensjahren von externer zu intern gesteuerter Regulation. Dabei ist anzunehmen, dass der mikrogenetische Verlauf negativer emotionaler Reaktionen mit der Sensitivität der Bezugsperson im Zusammenhang steht, dass sich im interaktiven Prozess Ausdrucks- und Eindrucksbildung parallel entwickeln, und dass die Wirksamkeit der Regulationsstrategien mit dem Verlauf der emotionalen Reaktion zusammenhängt. Die empirische Überprüfung dieser Thesen erfolgte anhand der Erfassung von Emotionsverlauf und -regulation in einer Beobachtungsstudie. 2- und 3jährige Mädchen und ihre Mütter (N = 55 Dyaden) wurden in zwei Situationen videografiert. In einer Enttäuschungssituation wurde eine selbstbezogene und in einer Empathiesituation eine fremdbezogene negative emotionale Reaktion induziert. Anhand von Ausdrucksmerkmalen wurde das Ausmaß der negativen emotionalen Reaktion zu vier Zeitpunkten eingeschätzt. Auch die Sensitivität der Mutter und die Regulationsstrategien der Mädchen wurden kodiert. Altersunterschiede zeigten sich im Verlauf der negativen Emotionen in der selbstbezogenen Situation. Die 3jährigen Mädchen erholten sich am wenigsten. Die Mädchen sensitiver Mütter reagierten nicht stärker emotional, erholten sich aber weniger als erwartet im Vergleich zu den Mädchen gering sensitiver Mütter. Auch hier waren die 3jährigen Mädchen wiederum am wenigsten erfolgreich. Die Art der Regulationsstrategie wies vor allem bei den 3jährigen Zusammenhänge mit dem Reaktionsverlauf auf.

The purpose of this study is to analyse toddlers regulation of negative emotions in two cultures. A general sequential model of emotion regulation is specified that takes emotional reaction, goal-directed behaviour strategies, and the interactive process between child and mother into account. Two-year-old Japanese (n = 20) and German (n = 20) girls and their mothers were observed in a quasi-natural interaction in which the girls experienced a playmate s distress (the mothers were present). The features of the sequential model were measured. Mothers sensitivity was assessed in a structured mother-child interaction. The sequential model was confirmed for the German sample and modified in regard to the regulation of distance for the Japanese sample. The Japanese mothers displayed more sensitive and contingent behaviour. Culture-specific differences in regard to the distribution of children s regulation patterns and qualities of mother-child interactions demonstrate the effects of different socialization practices with respect to socio-emotional development.

The present study aims to clarify the role of different emotions for children s prosocial behaviour on the basis of a motivation-theoretical approach. Specifically, the functions of empathy and distress with respect to prosocial behaviour were investigated in two different experimental situations. Fiveyear- old girls (N = 50) participated in two observation studies. In study 1 the girls were randomly assigned: (a) to a nondistraction condition by experiencing another person s misfortune (N = 13); or (b) to a distraction condition by inducing achievement motivation. In study 2 the girls (N = 25) underwent the same procedure as in the nondistraction condition in order to check the cross validation of the variables measured. The girls videotaped nonverbal reactions (quality of facial expression and focus of attention) as well as the intensity of helping were analysed. The cross-validation was successful. The two experimental conditions did not differ with respect to empathy, distress, and helping. However, the relation between empathy and distress pointed at different directions with regard to the results of the two experimental groups. Furthermore, the positive effect of empathy as well as the negative effect of distress on prosocial behaviour were eliminated in case of the distraction situation. The measures on focus of attention supplemented the understanding of these different reactions in the two experimental conditions. The results are discussed in a motivation-theoretical framework by taking into account processes of emotion regulation.