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

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dc.contributor.authorGiesbrecht, Gerald
dc.contributor.authorMiller, Michael
dc.contributor.authorMüller, Ulrich
dc.date.accessioned2016-01-04T20:35:46Z
dc.date.available2016-01-04T20:35:46Z
dc.date.issued2010
dc.descriptionArticle deposited according to publisher policies: http://olabout.wiley.com/WileyCDA/Section/id-820227.htmlen_US
dc.description.abstractThe 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.en_US
dc.description.refereedYesen_US
dc.description.sponsorshipThis research was supported by a grant from the Human Early Learning Partnership to the third authoren_US
dc.identifier.citationGiesbrecht, G.F., Miller, M., & Müller, U (2010). The anger–distress model of temper tantrums: associations with emotional reactivity and emotional competence. Infant and Child Development, 19, 478-497.en_US
dc.identifier.doi10.1002/icd.677
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/33664
dc.identifier.urihttp://hdl.handle.net/1880/51041
dc.language.isoenen_US
dc.publisherInfant and Child Developmenten_US
dc.publisher.corporateUniversity of Calgary
dc.publisher.departmentDepartment of Paediatricsen_US
dc.publisher.facultyMedicineen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.urlhttp://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1522-7219en_US
dc.subjectTemper tantrumsen_US
dc.subjectEmotional reactivityen_US
dc.subjectEmotional competenceen_US
dc.subjectExternalizing behaviouren_US
dc.subjectEmotion regulationen_US
dc.subjectPreschoolersen_US
dc.titleThe anger–distress model of temper tantrums: associations with emotional reactivity and emotional competenceen_US
dc.title.alternativeThe dual-process model of temper tantrums and its association with emotional reactivity and emotional competenceen_US
dc.typejournal article
thesis.degree.disciplinePaediatrics
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