Friendship Conflict and the Development of Generalized Physical Aggression in the Early School Years: A Genetically Informed Study of Potential Moderators

Autor/inn/en	Salvas, Marie-Claude; Vitaro, Frank; Brendgen, Mara; Dionne, Ginette; Tremblay, Richard E.; Boivin, Michel
Titel	Friendship Conflict and the Development of Generalized Physical Aggression in the Early School Years: A Genetically Informed Study of Potential Moderators
Quelle	In: Developmental Psychology, 50 (2014) 6, S.1794-1807 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0036419
Schlagwörter	Friendship; Behavior Problems; Aggression; Conflict; Child Behavior; Social Adjustment; Elementary School Students; Peer Relationship; Gender Differences; Genetics; At Risk Persons; Student Characteristics; Twins; Teacher Attitudes; Student Attitudes; Kindergarten; Grade 1; Correlation; Conflict Resolution; Hypothesis Testing; Longitudinal Studies; Foreign Countries; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Freundschaft; Konflikt; Soziale Anpassung; Peer-Beziehungen; Geschlechterkonflikt; Humangenetik; Risikogruppe; Twin; Zwilling; Lehrerverhalten; Schülerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation; Conflict solving; Konfliktlösung; Konfliktregelung; Hypothesenprüfung; Hypothesentest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Statistische Analyse; Kanada
Abstract	Several authors consider high and frequent conflicts between friends during childhood as a serious risk for subsequent conduct problems such as generalized physical aggression toward others (e.g., Kupersmidt, Burchinal, & Patterson, 1995; Sebanc, 2003). Although it seems logical to assume that friendship conflict could have some negative consequences on children's behaviors, some scholars have suggested that a certain amount of conflict between friends may actually promote social adjustment (e.g., Laursen & Pursell, 2009). The aim of this study was to investigate the role of friendship conflict in regard to the development of generalized physical aggression toward others in the early school years (i.e., from kindergarten to Grade 1), as well as the moderating role of relational (i.e., shared positive affect and dyadic conflict resolution skills) and personal (i.e., children's sex and genetic liability for aggression) characteristics in this context. The sample included 745 twins assessed through teacher, peer, child, and friend ratings in kindergarten and Grade 1. Friendship conflict in kindergarten was linearly related to an increase in boys' but not girls' generalized physical aggression. However, shared positive affect and conflict resolution skills mitigated the prospective associations between friendship conflict and generalized physical aggression. These results were independent of children's sex, genetic risk for physical aggression, and initial levels of generalized physical aggression in kindergarten. Fostering a positive relationship between friends at school entry may buffer against the risk associated with experiencing friendship conflict. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01