1. Children’s emotional responses to disrespect
Amanda Chappell & Allyson Yarsinske
Longwood University
Introduce speakers
Reason for study/interest/broader purpose

2. Previous Research The experience of disrespect
Disrespect among undergraduates (Blincoe & Harris, 2011)
Disrespect among children (Shwalb & Shwalb, 2006)
In a population of undergraduate participants, it was found that gender influenced the way emotions were felt by the target when disrespected, anger, sadness

3. Research Questions
Does the actor and target gender matter to the population experiencing the disrespect?
Researchers have found that adults experienced anger when disrespected.
Will children also report more anger than other emotions?
Expand the previous research
Deservingness and intentionality

4. Participants 183 children (92 females) Family criteria
Care givers in a relationship for more than two years
at least one child between 6 and 12 years old
The children were participating in a larger longitudinal study of families and sleep
Researcher tracked sleep for 1 week for both adults & 1 child. At the end of the week they come to the lab for surveys and interactions tasks
The mean age was 8.54 (SD = 1.86).
Six (18.4%), seven (16.8%), eight (15.6%), nine (15.6%), and ten (15.1%)
11 year olds at 12.3% and 12 year olds at 6.1% of the sample.
Family of origin demographics: heterosexual couples, majority married (82.3%), Caucasian (male – 70.3%; female – 77%)

5. Method Each child described a time when he or she was disrespected
Type of disrespect
Actor & target gender
Each child answered a series of Likert-type scale questions
Emotions they felt (sadness and anger)
Deservingness
Did you deserve to be disrespected?
Intentionality
Did X disrespect you on purpose?
Describe process of collecting disrespect information
-research assistant asks child to describe a time when he/she was disrespected. No additional direction or specification of what disrespect is
Children tells story which is recorded by research assistant and observer then reseracher leads children verbally through questions
Set of questions that covered elements of the event like who was involved and where and when
WE FOCUSED ON
How did you code the type of disrespect?

6. Examples of Disrespect
Verbal
“My Friend Susie and I were fighting over a friend who had yelled at me. Susie sided with the other friend and told me I was wrong.” – age 9-12
Physical
“My brother hit me, then he kicked me and he screamed at me and some other day when he woke up from his nap, I said, “Hello Thomas, how was your nap?” He made a growling noise.” – age 6-8
ACTOR & TARGET coding discussed here too
Ignored
“My dad did not take care of me and just watched TV.” – age 6-8

7. Materials Gender of actor Interrater Reliability Questionnaire
Kappa = .87
Questionnaire
Emotions felt
Not at all
A little
Some
A whole lot
Talk about scale used, similar to deservingness and intentionality. We focused on anger and sadness

8. Statistical Plan & Anticipated Results
2x2 Factorial ANOVAs for Anger & Sadness
Correlational Analyses
Anger Deservingness
Anger Intentionality
Connect hypotheses to test/variables
Correlational analysis
If the child feels less anger, then they will perceive the disrespect to be more deserving
If the child feels more anger, then they will perceive the disrespect to be more intentional Correlational analysis
One-way ANOVAs
If a boy were disrespected by a boy actor, then he will feel more anger.
If a boy were disrespected by a girl actor, then he will feel more sadness then if he were disrespected by a boy actor
“Our expectation is…”
if a boy were disrespected by a boy actor, then he will feel more anger
if a boy were disrespected by a girl actor, then he will feel more sadness then if he were disrespected by a boy actor
if the child feels less anger, then they will perceive the disrespect to be more deserving
if the child feels more anger, then they will perceive the disrespect to be more intentional

9. ANOVAs
Type of disrespect on anger, F(2, 137) = 5.91, p = .003, η2 = .08
Post hoc
Verbal (M = 2.02, SD = 1.06) > Ignored (M = 1.30, SD = .91), p = .008
Physical (M = 2.10, SD = 1.07) > Ignored, p = .004
Type of disrespect on sadness was not significant, F(2, 137) = 1.93, p = .16
The type of disrespect elicited more anger, with a significant difference between verbal and physical and ignored

10. ANOVAs Actor or target gender on anger or sadness
No main effects (ps > .62 ) or interaction (ps > .64)
Type of disrespect on intentionality, F(2, 137)= 2.66, p = .07, η2 = .04
Physical > Ignored, p = .08
Type of disrespect on deservingness, F(2, 136) = .43, p = .65
No effect
Mirroring the setup for previous ANOVA slide in talking about possible effects of DR type on intentionality
Find the smallest p value for all these main effects and interactions of gender and report the smallest as all ps are greater than that one

11. Table 1. Correlation of Emotions, Intentionality and Deservingness
Measure
Anger
Sadness
Intentionality
Deservingness 1
.29**
.26**
-.07 -
.02
-.09
.03 M
1.91
1.72
1.57
2.23 SD
1.07
1.19
1.28
.97
Fully describe all correlational patterns and make clear whether hypotheses were supported or not
We found that anger correlated with sadness and intentionality. Anger was particularly linked to intentionality.
Hypotheses
If the child feels less anger, then they will perceive the disrespect to be more deserving
If the child feels more anger, then they will perceive the disrespect to be more intentional
** p < .01.

12. Discussion Future Research Children reported more anger
Children did not feel deserving of disrespect
Children perceived disrespect to be intentional
Different age groups experience disrespect
Social learning
Benefits for educators
Overall, the children reported more anger than sadness when disrespected.
verbal and physical disrespect elicited more anger than being ignored.
Children almost never felt that they deserved to be disrespected
the emotions of anger and sadness did not correlate with deservingness
Children perceived most disrespectful acts to be intentional
anger was correlated positively with intentionality.
Directly comparing how different age groups experience disrespect
Important for educational professionals working with young children and parents with multiple young children.

13. Thank You
Dr. Peggy Keller, Dr. Lauren Gilbert, and members of the University of Kentucky Family & Child Development Lab
Data collection was supported by a grant from the National Institutes of Health
Dr. Sarai Blincoe, our advisor