Preschoolers' Aggression, Affiliation, and Social Dominance Relationships: An Observational, Longitudinal Study

Autor/inn/en	Roseth, Cary J.; Pellegrini, Anthony D.; Bohn, Catherine M.; Van Ryzin, Mark; Vance, Natalie
Titel	Preschoolers' Aggression, Affiliation, and Social Dominance Relationships: An Observational, Longitudinal Study
Quelle	In: Journal of School Psychology, 45 (2007) 5, S.479-497 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2007.02.008
Schlagwörter	Preschool Children; Peer Relationship; Aggression; Antisocial Behavior; Longitudinal Studies; Behavior Change; Social Attitudes; Child Development; Developmental Stages; Power Structure + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Peer-Beziehungen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Social attidude; Soziale Einstellung; Kindesentwicklung
Abstract	This study of 61 preschool children used an observational, longitudinal design to examine the degree to which social dominance relationships account for time-related change in rates of aggression and affiliation across a school year. Specific hypotheses reflected the view that, over time, behavioral function should change in accord with the stability of social dominance relationships, social norms, and on-going developmental processes. Results showed that change in rates of aggression was non-linear (i.e., increasing then decreasing over the year), that physical and verbal forms of aggression were associated with distinct longitudinal trajectories, and that these trajectories were related to rates of affiliation and visual regard. As predicted, social dominance accounted for significant variation in these patterns. Implications for theory, future research, and school practitioners are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10