Mothers' Cognitions about Relational Aggression: Associations with Discipline Responses, Children's Normative Beliefs, and Peer Competence

Autor/inn/en	Werner, Nicole E.; Grant, Samantha
Titel	Mothers' Cognitions about Relational Aggression: Associations with Discipline Responses, Children's Normative Beliefs, and Peer Competence
Quelle	In: Social Development, 18 (2009) 1, S.77-98 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2008.00482.x
Schlagwörter	Elementary School Students; Predictor Variables; Gender Differences; Behavior Standards; Social Behavior; Interpersonal Competence; Social Cognition; Discipline; Parent Child Relationship; Child Development; Mothers; Student Behavior; Parent Influence; Parenting Skills; Parenting Styles; Aggression; Parent Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? Prädiktor; Geschlechterkonflikt; Social behaviour; Soziales Verhalten; Interpersonale Kompetenz; Soziale Kognition; Disziplin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Mother; Mutter; Student behaviour; Schülerverhalten; Elternverhalten
Abstract	Prior research has shown that parental social cognitions are associated with child outcomes such as aggression. The goal of this study was to examine mothers' cognitions about relational aggression, and to explore linkages between mothers' attributions and normative beliefs about aggression and children's competence with peers. Participants included 103 mothers and children in grades 3 through 6. Results showed that mothers viewed relational aggression as more acceptable and normative than physical aggression, and they attributed less responsibility to children for using relational aggression. Maternal cognitions also predicted levels of sternness and disapproval in response to child relational aggression, and children's beliefs about the acceptability of relational aggression, which were associated with children's teacher-rated peer competence. Sex differences in the patterns of associations between maternal cognitions, discipline responses, child norms and peer competence were found. Applications of these results to parent education programs that are focused on relational aggression are discussed. (Contains 1 note, 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10