Differential Associations between Relational and Physical Aggression: Why Do Teachers and Parents Perceive These Behaviors Differently?

Autor/in	Swit, Cara S.
Titel	Differential Associations between Relational and Physical Aggression: Why Do Teachers and Parents Perceive These Behaviors Differently?
Quelle	In: Early Child Development and Care, 191 (2021) 3, S.321-337 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swit, Cara S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1621304
Schlagwörter	Aggression; Empathy; Intervention; Victims; Preschool Teachers; Teacher Attitudes; Parent Attitudes; Correlation; Risk; Safety; Preschool Children; Vignettes; Comparative Analysis; Context Effect; Foreign Countries; Measures (Individuals); Item Analysis; New Zealand + Suchen Sie Ihr Suchwort? Empathie; Victim; Opfer; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Elternverhalten; Korrelation; Risiko; Sicherheit; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Ausland; Messdaten; Itemanalyse; Neuseeland
Abstract	The goal of the study was to examine preschool teachers' (N = 96) and parents' (N = 82) perceptions of seriousness, empathy, likelihood to intervene, and intervention responses for perpetrators and victims of hypothetical scenarios depicting relational and physical aggression. After establishing differential associations between relational and physical aggression, a subsample of preschool teachers (n = 34) and parents (n = 20) participated in semi-structured interviews to determine why they perceived these two forms of aggression differently. Results indicated that preschool teachers and parents expressed more negative views towards scenarios depicting physical aggression compared to relational aggression. They were influenced by the potential risk of harm and safety, context factors surrounding the aggression, the response of the victim, and perceptions of normative behavior to assess whether the aggressive incident was more or less serious. From a theoretical perspective, support for the GAM will be proposed as a framework to understand the underlying processes of those responding to aggression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01