Preschoolers' Aggression and Parent-Child Conflict: A Multiinformant and Multimethod Study

Autor/inn/en	Ostrov, Jamie M.; Bishop, Christa M.
Titel	Preschoolers' Aggression and Parent-Child Conflict: A Multiinformant and Multimethod Study
Quelle	In: Journal of Experimental Child Psychology, 99 (2008) 4, S.309-322 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2008.01.001
Schlagwörter	Play; Aggression; Conflict; Parent Child Relationship; Preschool Children; Correlation; Peer Relationship; Child Behavior + Suchen Sie Ihr Suchwort? Spiel; Konflikt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Peer-Beziehungen
Abstract	This multiinformant and multimethod study (N = 47) investigated the link between the parent-child relationship system and the display of physical and relational aggression with peers at school during early childhood. Children (mean age = 43.54 months, SD = 8.02) were observed (80 min/child) during free play, and parents and teachers were asked to complete several standard measures. Intercorrelations between aggression subtypes revealed moderate to high levels of correlation for parents and teachers and no significant association for observations of physical and relational aggression. Interinformant agreement was examined, and teachers and parents were found to significantly agree for both physical and relational aggression, and teachers and observers also significantly agreed for both subtypes of aggression. Results of regression analyses suggest that parent-child conflict was uniquely associated with relational aggression among peers when controlling for physical aggression and gender. Ways in which these findings build on the extant literature are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10