Effect of Intention Attribution, Emotional Attribution and Language Ability on Proactive Aggression by Preschoolers According to Age and Emotional Condition of Counterpart Child

Abstract

This study investigates: (1) children`s proactive aggression according to age and the emotional condition of the counterpart child, (2) if children`s intention attribution, emotional attribution (victim and perpetrator) and language ability influences proactive aggression according to age and the emotional condition of the counterpart child. The subjects were 68 3-year-old and 70 5-year-old children. Each child was individually interviewed with picture cards. Collected data were coded and analyzed in SPSS with frequencies, percentiles, means, standard deviations, repeated measures analysis of variance (ANOVA), t -tests, Pearson correlations and multiple linear regression. The results showed that 3-year-old children showed more proactive aggression and physical aggression than 5-year-old children. They showed more proactive aggression when counterpart child was in a happy condition than in a fear condition. Intention attribution, emotional attribution, and language ability partially affected a children`s proactive aggression according to age and the emotional condition of the counterpart child. This study has practical implications for teachers in regards to children`s proactive aggressive behavior at child care centers. Teachers use specific to develop advantages as the basis for developing aggression prevention programs that consider emotional and cognitive factors.