Associations among Children's Social Goals, Responses to Peer Conflict, and Teacher-Reported Behavioral and Academic Adjustment at School

Autor/inn/en	Ojanen, Tiina; Smith-Schrandt, Heather L.; Gesten, Ellis
Titel	Associations among Children's Social Goals, Responses to Peer Conflict, and Teacher-Reported Behavioral and Academic Adjustment at School
Quelle	In: Journal of Experimental Education, 81 (2013) 1, S.68-83 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2011.635167
Schlagwörter	Correlation; Social Status; Goal Orientation; Peer Relationship; Conflict; Affective Behavior; Aggression; Psychological Patterns; Prosocial Behavior; Social Influences; High Achievement; Behavior Problems; Social Adjustment; Student Adjustment; Teacher Attitudes; Social Cognition; Elementary School Students; Grade 4; Grade 5; Vignettes + Suchen Sie Ihr Suchwort? Korrelation; Sozialer Status; Zielorientierung; Zielvorstellung; Peer-Beziehungen; Konflikt; Affective disturbance; Active behaviour; Affektive Störung; Sozialer Einfluss; Soziale Anpassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lehrerverhalten; Soziale Kognition; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	This study examined associations among children's agentic (social influence, status, power) and communal (relationship, affiliation) goals for peer interaction, cognitive and affective responses to hypothetical peer conflict, and teacher-reported achievement and behavior at school ("N" = 367; "M" age = 9.9 years). Agentic goals were positively associated with children's anger and aggressive strategies in peer conflicts, as well as low academic achievement. Communal goals were positively associated with prosocial strategies, sadness, and embarrassment in conflicts, as well as high achievement and fewer teacher reported behavioral difficulties at school. In line with other recent research, the findings underline the importance of considering children's motives for peer interaction when examining their social and academic adjustment at school. (Contains 1 figure, 4 footnotes, and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10