Adolescent Girls' Perceptions of Daily Conflicts with Their Mothers: Within-Conflict Sequences and Their Relationship to Autonomy

Autor/inn/en	Lichtwarck-Aschoff, Anna; Kunnen, Saskia; van Geert, Paul
Titel	Adolescent Girls' Perceptions of Daily Conflicts with Their Mothers: Within-Conflict Sequences and Their Relationship to Autonomy
Quelle	In: Journal of Adolescent Research, 25 (2010) 4, S.527-556 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558410367953
Schlagwörter	Mothers; Conflict; Personal Autonomy; Females; Adolescents; Parent Child Relationship; Diaries; Metacognition; Psychological Patterns; Foreign Countries; Questionnaires; Netherlands + Suchen Sie Ihr Suchwort? Mother; Mutter; Konflikt; Individuelle Autonomie; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Diary; Tagebuch; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Fragebogen; Niederlande
Abstract	This article reports on a 1-year diary study of conflicts between seventeen 15-year-old girls and their mothers assessing (a) within-conflict sequences according to the emotional processes related to a girl's level of self-assertion and perceived control and (b) the relationship between these within-conflict sequences and the level of autonomy. Based on principles of the self-regulation theory and emotion-appraisal literature, three within-conflict scenarios were hypothesized. The withdrawal and pursuit scenario came out as occurring significantly above chance level. Investigating the girls' individual conflict episodes revealed a positive association between the level of autonomy and the percentage of the pursuit scenario. Results are discussed in terms of the link between day-to-day conflict interactions and the long-term development of autonomy. (Contains 3 tables, 1 figure and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10