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    Children's emotion regulation in unfair situations : using regulatory focus theory : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Manawatu, New Zealand
    (Massey University, 2012) Yan, Elizabeth Mary
    Children‟s strategies for emotion regulation in different unfair situations were investigated using principles from Regulatory Focus Theory (RFT) (Higgins, Shah, & Friedman, 1997). RFT explains how our orientations (promotion or prevention) towards self-regulatory goals can affect our selection of different strategies used for self-regulation (approach or avoidance). The thesis contains three studies that investigated children‟s emotional responses to different unfair situations and their strategies for regulating emotion. The four goal outcomes: no gains, gains, losses and no losses, formed the different unfair situations in this research. Novel vignettes describing different unfair situations were used in two interview studies, conducted with 162 children aged between 8 and 12 years. The vignettes elicited different intensities of happiness between the outcomes. Losses were judged most unfair, with expected happiness also lowest in this condition. By contrast, unfair gains were perceived fairer, with happiness highest in this condition. In the main vignette study, more approach strategies were reported than avoidance strategies overall and no differences were found between the outcomes. Seeking teacher support was the most frequently reported strategy for prevention-oriented outcomes (losses and no losses). Strategies for prolonging or maintaining positive emotion were frequently reported in the gain situation, and seeking another opportunity was frequently reported in the no gain situation. In a third experimental study involving an actual behavioural task, 52 children participated in a computer game that unfairly delivered erroneous scores. Under these conditions the children reported no gains were most unfair and happiness was lowest. Unlike the vignette studies, differences in avoidance and approach strategies were observed, with approach strategies more frequently reported in the gain, no loss and loss outcomes, and avoidance strategies were more frequently reported in the no gain outcome. Despite the limitations associated with vi using a novel approach, the overall findings suggested children were more inclined to report approach strategies for regulation; however, some children have a preference for avoidance strategies in unfair situations. RFT was a useful framework for explaining children‟s emotion regulation in unfair situations. The findings of this research have implications on emotion regulation development in children, particularly for children who use avoidance strategies to cope with unfair events.
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    Children and natural disasters : an investigation of cognitions, knowledge and emotions in Wellington year 5 students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Sciences in Psychology at Massey University, Wellington, New Zealand
    (Massey University, 2012) King, Teresa
    The aim of the present study was to examine children’s cognitions (thoughts, expectations, beliefs and values), knowledge (education and experience), and emotions (feelings) regarding natural disasters. The sample consisted of 30 Year 5 students (9-10 years) from four primary schools in the Wellington Region. Schools were ethnically, socioeconomically and geographically diverse. Students participated in a 60 minute focus group, consisting of three to five students in each group. Focus groups used open ended questions to facilitate conversation, guided by the interviewer. Thematic analysis was used to explore the data and identify key themes, based on guidelines suggested by Braun and Clarke (2003). The analysis identified that many students believe an earthquake to be the most likely disaster to occur in Wellington, and many of the students discussed having serious fears about this. Students also identified a number of positive coping methods for use when experiencing fears about disasters, suggesting some ability to protect themselves from negative emotions. Students displayed pride in preparation and were able to clearly identify a number of positive preparatory behaviours, as well as behaviours during and after a disaster. Students were held a great deal of general knowledge about disasters, such as different types, as well as the causes of some disasters, and had knowledge of a large number of current events, which they had largely viewed on television and discussed in classes. Participants discussed having been involved in emergency management classes and drills within their schools, and had an interest in improving these classes to make themselves feel better prepared for a disaster. Overall, students had considerable interest in disasters, which provides an opportunity to foster preparedness in young New Zealanders.