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Att förhålla sig till den inre världen: Om sambandet mellan mentalisering och affektreglering hos skolbarn.

Heberling, Julia LU and Decker, Dorina LU (2010) PSPT01 20101
Department of Psychology
Abstract (Swedish)
Syftet med denna studie var att undersöka sambandet mellan det alltmer populära begreppet mentalisering och affektreglering. Detta samband utgör en viktig del i mentaliseringsteorin men har hitintills i väldigt liten utsträckning studerats empiriskt. Deltestet Mentalisering i NEPSY-II administrerades till 26 skolbarn i åldrarna 9-13, som därefter fick fylla i ett självskattningsformulär om den egna affektregleringsförmågan. Därtill erhölls ytterligare information genom att låta barnens lärare fylla i en lärarskattning gällande barnens affektregleringsförmåga. Utöver det huvudsakliga syftet att studera sambandet mellan barnens mentaliseringsförmåga och deras affektregleringsförmåga, undersöktes även sambandet mellan de olika måtten på... (More)
Syftet med denna studie var att undersöka sambandet mellan det alltmer populära begreppet mentalisering och affektreglering. Detta samband utgör en viktig del i mentaliseringsteorin men har hitintills i väldigt liten utsträckning studerats empiriskt. Deltestet Mentalisering i NEPSY-II administrerades till 26 skolbarn i åldrarna 9-13, som därefter fick fylla i ett självskattningsformulär om den egna affektregleringsförmågan. Därtill erhölls ytterligare information genom att låta barnens lärare fylla i en lärarskattning gällande barnens affektregleringsförmåga. Utöver det huvudsakliga syftet att studera sambandet mellan barnens mentaliseringsförmåga och deras affektregleringsförmåga, undersöktes även sambandet mellan de olika måtten på affektreglering, samt eventuella skillnader mellan barnens inre och yttre affektregleringsförmåga. Resultaten visade på ett icke-signifikant samband mellan mentalisering och affektreglering, även om det fanns ett svagt samband mellan mentalisering och affektreglering skattad av lärarna. Vidare framkom att överensstämmelsen mellan barn- och lärarskattningen av barnens affektregleringsförmåga var nästintill obefintlig, samt att barnen skattade sin yttre affektregleringsförmåga som högre än sin inre. Vid undersökning av deskriptiva data framkom en signifikant könsskillnad på barnens skattning av den egna affektregleringsförmågan, där pojkarna skattade sin affektregleringsförmåga som signifikant högre än vad flickorna gjorde. Det svaga sambandet som framkom mellan mentalisering och affektreglering bör beaktas i ljuset av det låga n-talet och mätinstrumentens begränsade lämplighet. (Less)
Abstract
The purpose of this study was to investigate the relationship between mentalization and affect regulation, a relationship which has been put forward in the theory of mentalization and has yet to be studied empirically. The subscale Mentalization in NEPSY-II was administered to 26 children between the ages of 9 and 13, who also got to complete a self-report measure concerning their own affect regulation ability. Further information was collected from teacher ratings concerning the children’s affect regulation ability. In addition to the main purpose of investigating the relationship between mentalization and affect regulation, the agreement between child ratings and teacher ratings was also investigated, as well as possible differences... (More)
The purpose of this study was to investigate the relationship between mentalization and affect regulation, a relationship which has been put forward in the theory of mentalization and has yet to be studied empirically. The subscale Mentalization in NEPSY-II was administered to 26 children between the ages of 9 and 13, who also got to complete a self-report measure concerning their own affect regulation ability. Further information was collected from teacher ratings concerning the children’s affect regulation ability. In addition to the main purpose of investigating the relationship between mentalization and affect regulation, the agreement between child ratings and teacher ratings was also investigated, as well as possible differences between the children’s intrinsic and extrinsic affect regulation. The results showed a non-significant relationship between mentalization and affect regulation, even though there was a minor relationship between the children’s mentalization ability and their affect regulation ability as rated by their teachers. Furthermore there proved to be no agreement between the child ratings and the teacher ratings of the children’s affect regulation ability, and the children rated their extrinsic affect regulation ability as higher than their intrinsic affect regulation ability. Unexpectedly, a significant gender difference was found in the children’s self reported affect regulation ability. The boys rated themselves significantly higher than the girls did. The weak relationship between mentalization and affect regulation should be considered with the small number of participants and the limitations of the measures in mind. (Less)
Please use this url to cite or link to this publication:
author
Heberling, Julia LU and Decker, Dorina LU
supervisor
organization
course
PSPT01 20101
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
children, The Emotion Questionnaire, NEPSY-II, Mentalization, affect regulation, self-report, teacher rating, Theory of Mind
language
Swedish
id
1627666
date added to LUP
2010-08-30 14:58:12
date last changed
2010-08-30 14:58:12
@misc{1627666,
  abstract     = {The purpose of this study was to investigate the relationship between mentalization and affect regulation, a relationship which has been put forward in the theory of mentalization and has yet to be studied empirically. The subscale Mentalization in NEPSY-II was administered to 26 children between the ages of 9 and 13, who also got to complete a self-report measure concerning their own affect regulation ability. Further information was collected from teacher ratings concerning the children’s affect regulation ability. In addition to the main purpose of investigating the relationship between mentalization and affect regulation, the agreement between child ratings and teacher ratings was also investigated, as well as possible differences between the children’s intrinsic and extrinsic affect regulation. The results showed a non-significant relationship between mentalization and affect regulation, even though there was a minor relationship between the children’s mentalization ability and their affect regulation ability as rated by their teachers. Furthermore there proved to be no agreement between the child ratings and the teacher ratings of the children’s affect regulation ability, and the children rated their extrinsic affect regulation ability as higher than their intrinsic affect regulation ability. Unexpectedly, a significant gender difference was found in the children’s self reported affect regulation ability. The boys rated themselves significantly higher than the girls did. The weak relationship between mentalization and affect regulation should be considered with the small number of participants and the limitations of the measures in mind.},
  author       = {Heberling, Julia and Decker, Dorina},
  keyword      = {children,The Emotion Questionnaire,NEPSY-II,Mentalization,affect regulation,self-report,teacher rating,Theory of Mind},
  language     = {swe},
  note         = {Student Paper},
  title        = {Att förhålla sig till den inre världen: Om sambandet mellan mentalisering och affektreglering hos skolbarn.},
  year         = {2010},
}