Affective Qualities of Sibling Disputes, Mothers' Conflict Attitudes, and Children's Theory of Mind Development

Autor/inn/en	Randell, Angela C.; Peterson, Candida C.
Titel	Affective Qualities of Sibling Disputes, Mothers' Conflict Attitudes, and Children's Theory of Mind Development
Quelle	In: Social Development, 18 (2009) 4, S.857-874 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2008.00513.x
Schlagwörter	Sibling Relationship; Mothers; Conflict; Language Tests; Preschool Children; Questionnaires; Verbal Ability; Conflict Resolution; Cognitive Processes; Task Analysis; Standardized Tests; Vignettes; Diaries; Scores; Correlation; Affective Behavior; Regression (Statistics); Cognitive Development; Social Development + Suchen Sie Ihr Suchwort? Sibling relations; Geschwisterbeziehung; Mother; Mutter; Konflikt; Language test; Sprachtest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fragebogen; Mündliche Leistung; Conflict solving; Konfliktlösung; Konfliktregelung; Cognitive process; Kognitiver Prozess; Aufgabenanalyse; Standadised tests; Standardisierter Test; Diary; Tagebuch; Korrelation; Affective disturbance; Active behaviour; Affektive Störung; Regression; Regressionsanalyse; Kognitive Entwicklung; Soziale Entwicklung
Abstract	Preschoolers' theory of mind (ToM) was examined in relation to emotional features of their conflicts with siblings, using mothers as privileged informants. Fifty-four children aged 3 to 5 years and their 54 mothers took part. Children were given 10 standard false belief tasks and a standardized language test. Mothers completed questionnaires, rated vignettes, and kept a conflict diary to provide detailed data on siblings' conflicts, mothers' conflict attitudes, and mothers' use of mental state language to talk about children's disputes. Results revealed that children's ToM scores were significantly correlated with affective dimensions of their sibling disputes, including more frequent expression of positive emotion while disagreeing and less post-conflict distress. Logistic regression showed these associations were independent of age and verbal ability. Mothers' conflict attitudes were significantly correlated with the affective outcome of their children's disputes but not with the preschooler's level of ToM understanding. Findings are discussed in relation to possible reciprocal influences between ToM development and the growth of affectively positive and constructive conflict resolution skills. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10