Abstract
Der Beitrag betrachtet das Wechselspiel zwischen Emotion und Emotionsregulation aus einer entwicklungspsychologischen Perspektive und bettet es in ein System an psychischen Regulationsformen ein. Dabei wird in kritischer Diskussion bestehender Konzeptionen zur Emotionsregulation eine emotionale und eine volitionale Form der Regulation von Handlungen einer reflexiven Form der Emotionsregulation gegenübergestellt. Letztere beinhaltet eine volitionale Regulation eigener Emotionen und ist erstmals im Laufe des Vorschulalters zu beobachten. Der Beitrag erläutert die Entwicklung der erforderlichen Kompetenzen, mit denen Kinder und Jugendliche ihre Emotionen in sozialkoordinierter und sozial akzeptierter Art und Weise regulieren können. Diese umfassen die Aneignung von Regulationsstrategien, die Entwicklung der exekutiven Funktionen, die Aneignung von Sprache als Mittel der psychologischen Distanzierung sowie mentales Zeitreisen.
This article approaches the interrelation between emotions and emotion regulation from a developmental perspective, embedding it in a system of psychological forms of regulation. Existing conceptions of emotion regulation are critically reviewed by contrasting an emotional and a volitional form of action regulation with a reflective form of emotion regulation. Reflective emotion regulation requires a volitional regulation of one’s own emotions and can first be observed at preschool age. This article describes the state of the art concerning the ontogenetic development of competences that children acquire in order to regulate their emotions in a socially coordinated and accepted way. The required competences are the acquisition of regulation strategies, the development of executive functions, the acquisition of language as a means of gaining psychological distance, and being able to engage in mental time travel.
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