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The anger–distress model of temper tantrums: associations with emotional reactivity and emotional competence

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Author
Giesbrecht, Gerald
Miller, Michael
Müller, Ulrich
Accessioned
2016-01-04T20:35:46Z
Available
2016-01-04T20:35:46Z
Issued
2010
Subject
Temper tantrums
Emotional reactivity
Emotional competence
Externalizing behaviour
Emotion regulation
Preschoolers
Type
Article
Metadata
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Abstract
The goals of this investigation were (a) to assess the structural validity of the anger-distress model of temper tantrums, and (b) to examine the associations among temper tantrums, emotional reactivity and emotional competence in a community sample of preschoolers. A parent-report measure, the Temper Tantrum Grid, was used to measure the frequency of common tantrum behaviours. Laboratory and parent report measures of emotional reactivity and emotional competence were administered. Confirmatory factor analysis supported the proposal that anger and distress are separate but overlapping tantrum processes. Correlation analyses showed that temper tantrum anger and distress were related to emotional reactivity and emotional competence. There was no evidence to support the notion that emotional competence moderated the effect of emotional reactivity on temper tantrums. In contrast, emotional competence was a significant mediator of the association between emotional reactivity and temper tantrums. Overall, the results support the anger-distress model of temper tantrums. The findings suggest that children’s temper tantrums are systematically related to the overall organization of emotion and behaviour in preschool children.
Refereed
Yes
Sponsorship
This research was supported by a grant from the Human Early Learning Partnership to the third author
Article deposited according to publisher policies: http://olabout.wiley.com/WileyCDA/Section/id-820227.html
 
Corporate
University of Calgary
Department
Department of Paediatrics
Faculty
Medicine
Institution
University of Calgary
Url
http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1522-7219
Publisher
Infant and Child Development
Doi
http://dx.doi.org/10.1002/icd.677
Uri
http://hdl.handle.net/1880/51041
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