Adolescents Arguing with Their Mothers: Age Differences in Dialogic Behavior.

Autor/inn/en	Hofer, Manfred; und weitere
Titel	Adolescents Arguing with Their Mothers: Age Differences in Dialogic Behavior.
Quelle	(1991), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Age Differences; Daughters; Foreign Countries; Mothers; Parent Child Relationship; Young Adults; Germany + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Daughter; Tochter; Ausland; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Young adult; Junger Erwachsener; Deutschland
Abstract	This study examined conflictual interactions between adolescent girls and their mothers. Four levels of argumentation were distinguished according to theoretical notions about the development of adolescents' relationships with their mothers. It was assumed that in conflictual conversations with their mothers, adolescents express separation tendencies that are differentiated into self-assertion, de-idealization, defense of the territories of the self, and symmetry of interaction. The empirical analyses were based on 60 dialogues recorded from 30 dyads of female adolescents in 2 age groups from 12- to 14-, and 15- to 24-years of age. The dialogues were tape-recorded and transcribed. The results indicated that younger girls tried to weaken arguments of their mothers more often than older girls, while older girls strengthened their own position were able to modify it during the conversation more than younger girls. The expected dominance of preferential arguments in younger adolescents did not occur. Four argumentation patterns were identified: unilateral dominance; preference; criticizing; and construction of arguments. The results throw light on how adolescents transform their relationship to their mothers. (ABL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC