Mothers' Responses to Preschoolers' Relational and Physical Aggression

Autor/inn/en	Werner, Nicole E.; Senich, Samantha; Przepyszny, Kathryn A.
Titel	Mothers' Responses to Preschoolers' Relational and Physical Aggression
Quelle	In: Journal of Applied Developmental Psychology, 27 (2006) 3, S.193-208 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2006.02.002
Schlagwörter	Mothers; Aggression; Preschool Children; Hypothesis Testing; Individual Differences; Intervention; Models; Parent Attitudes; Peer Relationship; Emotional Response; Affective Behavior; Attitude Measures + Suchen Sie Ihr Suchwort? Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hypothesenprüfung; Hypothesentest; Individueller Unterschied; Analogiemodell; Elternverhalten; Peer-Beziehungen; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung
Abstract	This study focused on mothers' affective and behavioral responses to hypothetical displays of preschoolers' relational and physical aggression. We hypothesized that lower levels of negative affect and a lower likelihood of intervening in conflicts would occur for relational aggression than for physical aggression. We also expected significant differences in the qualities of mothers' proposed intervention strategies as a function of the form of aggression. 87 mothers of preschool children read hypothetical stories involving their child engaging in relational and physical aggression in preschool. 27 mothers also read stories depicting reactive and proactive displays of relational and physical aggression. Mothers reported their feelings and what they would do or say if they witnessed the events in each story. Results provided support for hypotheses and suggest that mothers hold different beliefs about relational versus physical aggression. Theoretical and practical implications of these findings are discussed in relation to current models of parental influences on children's social competence. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10