The Intervening Role of Relational Aggression between Psychological Control and Friendship Quality

Autor/inn/en	Soenens, Bart; Vansteenkiste, Maarten; Goossens, Luc; Duriez, Bart; Niemiec, Christopher P.
Titel	The Intervening Role of Relational Aggression between Psychological Control and Friendship Quality
Quelle	In: Social Development, 17 (2008) 3, S.661-681 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2007.00454.x
Schlagwörter	Aggression; Friendship; Adolescents; Psychological Patterns; Parent Child Relationship; Peer Relationship; Predictor Variables; Social Development; Interpersonal Competence; Models; Parenting Styles; Parent Influence; Mothers; Fathers; Gender Differences + Suchen Sie Ihr Suchwort? Freundschaft; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Prädiktor; Soziale Entwicklung; Interpersonale Kompetenz; Analogiemodell; Mother; Mutter; Geschlechterkonflikt
Abstract	This study investigated the associations among psychologically controlling parenting, relational aggression, friendship quality, and loneliness during adolescence. A model was proposed in which relational aggression plays an intervening role in the relations between both parental psychological control and friendship outcomes. In a sample comprised of middle adolescents and their parents, process analyses revealed that psychological control (indexed by parent and adolescent reports) positively predicted adolescents' self-reported relational aggression that, in turn, negatively predicted friendship quality and positively predicted loneliness. The model held for both mothers and fathers and was not moderated by adolescent gender. The discussion focuses on possible mechanisms explaining the relations among psychological control, relational aggression, and friendship outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10