Bullying occurs at approximately the same rate in kindergarten as in elementary school, but few studies inquired into preschool years [Alsaker and Na¨ gele, 2008; Stassen Berger, 2007]. This study aimed at: (1) verifying the presence in preschoolers of two additional participant roles (Consoler and Mediator), besides the six traditional roles detected by Salmivalli et al. [1996], grouped in four latent macroroles, by means of teacher report version of the Eight Participant Roles Questionnaire (PRQ) [Belacchi, 2008]; (2) linking prosocial and hostile behaviors to age and gender; and (3) investigating the relationship between roles and emotion understanding. Two hundred and nineteen children (54% boys; aged 3–6 years: mean age 4;10) were administered the Italian version of the Test of Emotion Comprehension [Albanese and Molina, 2008]; 20 teachers (2 for each class) filled in the questionnaire, attributing frequency scores on 24 items (3 for each role) to each pupil. A confirmatory analysis supported the fit of the hetero-report version of the Eight PRQ, revealing four macroroles: Hostile Roles (Bully, Reinforcer and Assistant), Prosocial Roles (Defender, Consoler, and Mediator), Victim, and Outsider. Satisfactory interteachers agreement not only confirms the macroroles hypothized, but also their expected distribution for gender and age. Moreover, the Prosocial roles presented a significant positive correlation with all subdimensions of emotion comprehension (External, Mental, and Reflective). The Victim and Outsider roles negatively correlated only with the External subdimension. The implications of these results for prevention and intervention purposes are discussed.

Pro-social/hosile roles and emotion comprehension in preschoolers

BELACCHI, CARMEN;
2010-01-01

Abstract

Bullying occurs at approximately the same rate in kindergarten as in elementary school, but few studies inquired into preschool years [Alsaker and Na¨ gele, 2008; Stassen Berger, 2007]. This study aimed at: (1) verifying the presence in preschoolers of two additional participant roles (Consoler and Mediator), besides the six traditional roles detected by Salmivalli et al. [1996], grouped in four latent macroroles, by means of teacher report version of the Eight Participant Roles Questionnaire (PRQ) [Belacchi, 2008]; (2) linking prosocial and hostile behaviors to age and gender; and (3) investigating the relationship between roles and emotion understanding. Two hundred and nineteen children (54% boys; aged 3–6 years: mean age 4;10) were administered the Italian version of the Test of Emotion Comprehension [Albanese and Molina, 2008]; 20 teachers (2 for each class) filled in the questionnaire, attributing frequency scores on 24 items (3 for each role) to each pupil. A confirmatory analysis supported the fit of the hetero-report version of the Eight PRQ, revealing four macroroles: Hostile Roles (Bully, Reinforcer and Assistant), Prosocial Roles (Defender, Consoler, and Mediator), Victim, and Outsider. Satisfactory interteachers agreement not only confirms the macroroles hypothized, but also their expected distribution for gender and age. Moreover, the Prosocial roles presented a significant positive correlation with all subdimensions of emotion comprehension (External, Mental, and Reflective). The Victim and Outsider roles negatively correlated only with the External subdimension. The implications of these results for prevention and intervention purposes are discussed.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11576/2502911
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