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1.
Patricia White 《Journal of Philosophy of Education》2012,46(1):1-13
The article asks whether political anger has a legitimate place in a democracy, as this is a political system designed to resolve conflicts by peaceful negotiation. It distinguishes personal from social anger and political anger, to focus explicitly on the latter. It argues that both the feeling and expression of political anger are subject to normative constraints, often specific to social status and gender. The article examines arguments, including those of Seneca, in favour of an anger‐free society. It concludes, however, that a democracy cannot dispense with political anger, which has a vital role to play in protecting things of value. This role demands a civic education such that when democratic values are under threat citizens will not feel apathetic or simply fearful, but angry and possessed of a repertoire of ways of expressing democratic anger. 相似文献
2.
Anger is not a homogeneous stimulus, but can vary on a variety of dimensions and domains. This study examined children's responses to anger as a function of: (a) the mode of expression of anger (nonverbal, verbal, verbal-physical), and (b) whether or not anger between others was resolved. Children were presented with videotaped segments of angry and friendly interactions and asked questions concerning their responses. All angry interactions, including non-verbal anger, were perceived as negative events and elicited negative emotions. Unresolved anger was perceived as a far more negative event than resolved anger and induced greater feelings of anger and distress in children. Verbal-physical anger was perceived as the most negative form of expression of anger. Boys reported more angry feelings in response to anger than girls. Distress responding was greater in children from homes in which there was interparent physical aggression and in children with behavior problems. Finally, the utility of this methodology is supported by relatively high test-retest reliability and limited evidence of context effects. 相似文献
3.
Researchers have suggested that as children's language skill develops in early childhood, it comes to help children regulate their emotions (Cole, Armstrong, & Pemberton, 2010; Kopp, 1989), but the pathways by which this occurs have not been studied empirically. In a longitudinal study of 120 children from 18 to 48 months of age, associations among child language skill, observed anger expression, and regulatory strategies during a delay task were examined. Toddlers with better language skill, and whose language skill increased more over time, appeared less angry at 48 months and their anger declined more over time. Two regulatory strategies, support seeking and distraction, explained a portion of the variance in the association between language skill and anger expression after toddlerhood. 相似文献
4.
Age and sex differences in beliefs about strategies for reducing parental anger were assessed. The central question was whether direct intervention strategies are the most effective for, and reflect more advanced understanding of, anger reduction. In Study 1, 120 children ages 4-9 years generated strategies they believed would lessen a parent's anger elicited by 3 situations of increasing complexity. Across ages children proposed direct intervention strategies for the simplest situation, and there was an age increase in suggesting direct intervention strategies for the more complex situations. In Study 2, 180 children, ages 4-12 years, and their parents rated the effectiveness of the strategies generated for the most complex situation (interparental argument). There was no longer a unilinear age increase in believing direct intervention strategies effective. Unlike with older and younger children, there was no agreement between 7-9-year-olds and their parents on the efficacy of direct intervention strategies. 相似文献
5.
Linda J. Levine 《Child development》1995,66(3):697-709
This study investigated kindergarten children's understanding of the causes of anger and sadness. Previous research has shown that before 6 or 7 years of age, children have difficulty distinguishing hypothetical situations designed to evoke anger from those designed to evoke sadness. In this project, 80 kindergarten children (ages 5-1 to 6-5, M = 5-10) predicted and explained protagonists' emotional responses to a variety of hypothetical events. The results showed that intentional harm was not the feature young children used to distinguish anger from sadness. Children predicted anger most often when they believed that protagonists could change undesirable situations and reinstate their goals and when children focused on the person or conditions that brought about undesirable situations. Children predicted sadness most often when they believed that goal reinstatement was impossible and focused on the losses that would ensue as a result. 相似文献
6.
Urban educators often find themselves in conflict with parents of educationally handicapped students over program, placement, services, and day-to-day difficulties. These conflicts often escalate into acrimonious debates, hostile feelings, and formal due process hearings. Fortunately, easily understood strategies exist for constructively and ethically preventing differences between school personnel and parents from becoming embittered and adversarial. This article discusses the dynamics of parental anger, considers parent perceptions and needs, and provides school personnel with both a framework and practical strategies for constructively resolving differences and improving relationships. 相似文献
7.
Hubbard JA Smithmyer CM Ramsden SR Parker EH Flanagan KD Dearing KF Relyea N Simons RF 《Child development》2002,73(4):1101-1118
The goal of this study was to examine the relations of reactive versus proactive aggression to children's anger, as assessed using observational, physiological, and self-report measures. Anger was hypothesized to be related to reactive aggression, but not to proactive aggression. Children (N = 272 second-grade boys and girls) participated in a procedure in which they lost a board game and prize to a confederate who cheated. Skin conductance reactivity and heart rate reactivity were measured throughout the procedure. Following the interaction, children viewed a videotape of the game and self-reported on their level of anger after each turn of the game. Observational coding of children's angry facial expressions and angry nonverbal behaviors was conducted. Reactive aggression, but not proactive aggression, was positively related to skin conductance reactivity and angry nonverbal behaviors, both at an aggregated level and in terms of rate of increase over the time span of the game. 相似文献
8.
Children's responses to angry adult behavior as a function of marital distress and history of interparent hostility 总被引：2，自引：0，他引：2
Responses of 2-5-year-old children to angry adult behavior were examined as a function of parental report of marital distress, history of interparent verbal hostility, and history of interparent physical hostility. A trained actor engaged the child's mother in an emotionally expressive verbal exchange while the child played in the same room. The exchange was standardized and consisted of a 7-episode sequence of shifting background conditions (no emotion, friendly, no emotion, angry, no emotion, reconciliation, no emotion). Preoccupation with anger, expressed concern and support-seeking, and accepting of social responsibility (e.g., providing physical or verbal comfort to the mother) were greater in response to background anger than in response to prosocial conditions. The parents' marital adjustment was positively associated with expressed concern and support-seeking by children in response to anger. Form and degree of marital conflict interacted with age and sex in predicting children's response to anger as well. In particular, children whose parents engaged in physical aggressiveness showed increased preoccupation, concern and support-seeking, and social responsibility responses with increasing age. Implications of these findings for the study of the effects of marital discord on children are discussed. 相似文献
9.
Emotional development in children with different attachment histories: the first three years 总被引：1，自引：0，他引：1
Kochanska G 《Child development》2001,72(2):474-490
The development of fear, anger, and joy was examined in 112 children using a longitudinal design. Children were observed at 9, 14, 22, and 33 months in standard laboratory episodes designed to elicit fear, anger, or joy. At 14 months, mother-child attachment was assessed in the Strange Situation. The attachment groups (avoidant, secure, resistant, and disorganized/unclassifiable) differed in the trajectories of emotional development, with the differences first apparent at 14 months of age. Resistant children were the most fearful and least joyful, and fear was their strongest emotion. More than secure children, they responded with distress even in episodes designed to elicit joy. When examined longitudinally, over the second and third years, secure children became significantly less angry. In contrast, insecure children's negative emotions increased: Avoidant children became more fearful, resistant children became less joyful, and disorganized/unclassifiable children became more angry. Higher attachment security uniquely predicted that at 33 months, children would show less fear and anger in episodes designed to elicit fear and anger, and less distress in episodes designed to elicit joy, even in conservative regression analyses controlling for all the earlier emotion scores. 相似文献
10.
Esther R. Greenglass Lisa Fiksenbaum Lesley Goldstein Christine Desiato 《Interchange》2002,33(3):261-279
This study examines university students' psychological reactions to a two-month faculty strike at a large Canadian university. Of particular interest were relationships between students' experience of angry feelings (state anger) about the strike and perceptions of the extent to which the strike had affected their plans involving important planned life experiences such as graduation, travel, and employment. The role of social support from the internet during the strike in alleviating the intensity of angry feelings was also investigated. Data were collected using an anonymous self-report questionnaire administered a few days after the labour dispute was settled. A total of 289 college students completed the questionnaire. Hierarchical multiple regressions were conducted with variables entered as blocks and with state anger and anxiety as dependent variables. The first block of variables entered were individual variables such as age and year of study. The second block included average ratings of the extent to which plans were affected by the strike and how fairly students felt they had been treated. The third block of variables included social support from the internet and self-efficacy. The fourth block was the interaction between internet support and sex. With anger as the dependent variable, results showed that the more unfairly students felt they were treated during the strike and the more their plans had been affected by the strike, the greater their anger. Support provided to students from the internet predicted to lower anger. Further regression results indicated that the more students' plans had been affected by the strike, the greater their anxiety. Higher self-efficacy in students contributed to lower anxiety. Implications of the results are discussed within a social context, particularly the importance of studying how individual and social resources can reduce distress resulting from an interruption of students' academic plans due to a strike. 相似文献
11.
《校园英语(教研版)》2016,(11):250-251
Lucky Jim is set around 1950s.The novel is under the influence of"Angry Young Men"movement which has encouraged many authors to produce angry novels that criticize the outdated social and political values and condemn the distinctive class differentiation.This essay analyzes the luck and anger of Jim Dixon from the perspective of"Political Unconscious".And the deeper reasons that are dug out behind luck and anger reflect readers’symbolic meditation towards a whole generation of people. 相似文献
12.
《Early childhood research quarterly》1999,14(2):155-178
The present study marks the first empirical exploration designed to investigate factors related specifically to child care educators’ levels of affection and anger. Based on the presumption that their affectionate and angry behaviors would have major implications for the development of the children for whom they care, the aim of the present investigation is to provide the groundwork for identifying what factors are associated with educator warmth and anger in child care settings.Several categories of variables were used to predict affectionate and angry caregiver behavior. These included educator characteristics, such as training and experience, personal resources such as well-being, self-esteem and social support, the work environment as measured by regulatable characteristics, wages and global quality, and the caregiver’s perceptions and opinions about her work. A multi-method, multi-respondent approach was employed, including researcher observations, educator self-report questionnaires, and objective data collected from directors and from Québec’s official licensing agency.The findings from this study suggest that different sets of variables are related to affection and anger. The work environment had a greater relation with caregivers’ affectionate behavior, whereas more internal, negative perceptions were linked to the expression of anger in the classroom. Though educator training did not predict anger or affection, training did in fact become very important to the quality of the interactions the educators had with the children when other risk factors were present. 相似文献
13.
Kevin D. Hennessy Gerald J. Rabideau Dante Cicchetti E. Mark Cummings 《Child development》1994,65(3):815-828
Responses to various forms of interadult anger were examined in 2 groups of 6–11-year-olds: 44 low-SES children with a history of physical abuse and exposure to interspousal aggression, and 44 low-SES children exposed to interspousal aggression but with no history of physical abuse or other child maltreatment. Children were presented with videotaped segments of adults in angry and friendly interactions. Angry segments varied on ( a ) the type of anger expression (nonverbal, verbal, verbal-physical), and ( b ) whether anger was resolved. In general, physically abused children reported greater fear than nonabused children in response to all forms of interadult anger. Moreover, abused children appeared particularly sensitive to whether anger between adults was resolved. Findings are discussed with regard factors that may mediate relations between exposure to family violence and the development of psychopathology in children from highly aggressive home environments. 相似文献
14.
胡天赋 《阜阳师范学院学报(社会科学版)》2007,(2):32-35
长期以来，诺贝尔文学奖获得者，美国著名作家约翰．斯坦贝克被普遍认为是左翼作家，是一个表达了穷人愤怒的。愤怒的作家”，其实，这是一种误解。因为，在今天看来，他还是一位有着深刻的生态思想和生态忧患意识的伟大作家，这一点可以从他晚年的游记〈斯坦贝克携犬横越美国》中得到有力的佐证. 相似文献
15.
Using a sample of college students (N = 301), this study examined students' attributions about and explanations for teachers' expressions of anger in the classroom. These displays of anger were evaluated based on the extent to which they were aggressive (e.g., Distributive or Passive) or assertive (e.g., Integrative). Consistent with the fundamental attribution error, students assigned internal attributions to teachers who used Distributive Aggression (e.g., yell and scream) and Passive‐Aggression (e.g., show anger with cold looks) to a greater extent than teachers who were Assertive (i.e., calmly discuss the problem with the students). When students were asked to identify why they thought their teacher was angry, the overwhelming majority of reasons involved student‐related problems. In fact, the most frequently cited reason was Student Misbehaviors followed by Lack of Student Effort. Surprisingly, students acknowledge that something they did triggered the teacher's display of anger; however, consistent with fundamental attribution error, students still attributed the teacher's expression of anger to internal causes. The implications of these findings for negative emotional expressions in the instructional context in particular and for teacher‐student relationships in general are discussed. 相似文献
16.
《Parenting, science and practice》2013,13(1):1-26
Objective. The central goal of this study was to explore how childrearing contexts might moderate relations between parenting styles and mothers' parental beliefs and emotional responses. Design. Participants were 76 mothers of children (41 boys, 35 girls) ranging in age from 30 to 70 months. Mothers completed a global measure of parenting styles (authoritarian, authoritative). Self-reports of parental beliefs (parental goals, attributions) and emotional responses (angry, embarrassed, happy) were assessed in response to hypothetical vignettes depicting a variety of children's behaviors (aggression, misbehavior, shyness, prosocial behavior). Results. In situations depicting children's negative behaviors, authoritarian mothers were less focused on empathic goals and attributed child aggression and misbehaviors to less external sources than their more authoritative counterparts. Authoritarian mothers were also more likely to respond with greater anger and embarrassment across all childrearing scenarios. Conclusions. Results suggest that authoritarian and authoritative mothers differ in their affective response patterns consistently across childrearing contexts, but that more challenging childrearing situations accentuate differences in the cognitive reactions of authoritative versus authoritarian mothers. Implications for understanding how general parenting styles may be translated into specific parental responses are considered. 相似文献
17.
Predictors and correlates of anger toward and punitive control of toddlers by adolescent mothers 总被引：3，自引：0，他引：3
S Crockenberg 《Child development》1987,58(4):964-975
In this study, the impact of rejection/acceptance experienced during the adolescent mother's childhood, social support received after the baby's birth, and infant irritability on angry, punitive maternal behavior are tested, and possible links between such maternal behavior and indices of child anger and noncompliance, low confidence, and social withdrawal are investigated. 40 mothers who gave birth as adolescents and their 2-year-old children participated in the study. When mothers experienced both rejection during childhood and little support from a partner after birth, they were likely to exhibit angry and punitive parenting. Infant irritability did not predict maternal behavior. Angry and punitive mothers had children who were angry and noncompliant and who distanced themselves from their mothers. Taken as a main effect, infant irritability was unrelated to later child behavior. However, the association between maternal behavior and 2 aspects of child behavior was stronger for children as irritable at 3 months postpartum: when irritable infants had angry and punitive mothers they were more likely to be angry and noncompliant and to exhibit less confidence than less irritable infants who experienced the same pattern of parenting. 相似文献
18.
Children's responses to adult-child conflict were examined and compared to their responses to adult-adult conflict. These responses were further analyzed in relation to 2 forms of anger expression: verbal and physical. 6–7- and 9–10-year-olds were interviewed after viewing videotaped segments of angry arguments. Although children were distressed by both adult-child and adult-adult conflict, the participants in conflict and form of anger expression moderated some of their responses. In adult-child conflict, children were more scared in response to physical versus verbal arguments. For verbal arguments, some children felt both more scared and mad during adult-adult conflict in comparison to adult-child conflict; however, the percentage of children reporting fear and anger was small. Intervention in conflict through siding with one party occurred more frequently in adult-child conflict versus adult-adult conflict. Responses were further moderated by the age and gender of the subject. 相似文献
19.
20.
Coping with background anger in early childhood 总被引：3，自引：0，他引：3
E M Cummings 《Child development》1987,58(4):976-984
Normative patterns, individual styles, and developmental changes in coping with background anger (anger between others) were examined in preschoolers. Live models expressed verbalized anger toward each other while pairs of same-sex friends played in an adjacent room. 85 4- and 5-year-olds participated, playing took place in the presence of mothers, and a 7-episode sequence of background conditions (no emotion, positive, no emotion, anger, no emotion, positive, no emotion) described the experimental situation. Children were also interviewed concerning their feelings during others' anger. Preschoolers evidenced heightened arousal, that is, greater distress, social sharing, preoccupation, and positive affect, concurrent with exposure to background anger. Increased verbal aggressiveness in play occurred in the period following exposure. Coping styles initially identified from behavioral emotional responses to the adults' quarrel were further delineated by contrasts on other aspects of functioning. Concerned emotional responders (46%) showed negative emotions concurrent with exposure, and later reported that they had felt sad during the fight and wanted to intervene. Unresponsive children (15%) showed no evidence of emotion, but later reported that they were angry. Ambivalent responders (35%) showed high emotional arousal during exposure, typified by both positive and negative emotions. Later they reported feeling happy but disregulated and were most likely to become physically and verbally aggressive in play with a friend. Analyses on a subsample (N = 43) also seen as toddlers showed that responses to background anger changed markedly, but precursors of preschoolers' coping styles were evident in toddlers' behavioral responses. 相似文献