Relational Aggression, Physical Aggression and Deception during Early Childhood: A Multimethod, Multi-Informant Short-Term Longitudinal Study

Autor/inn/en	Ostrov, Jamie M.; Ries, Emily E.; Stauffacher, Kirstin; Godleski, Stephanie A.; Mullins, Adam D.
Titel	Relational Aggression, Physical Aggression and Deception during Early Childhood: A Multimethod, Multi-Informant Short-Term Longitudinal Study
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 37 (2008) 3, S.664-675 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Aggression; Validity; Longitudinal Studies; Preschool Children; Observation; Teacher Attitudes; Deception; Psychopathology; Child Development; Peer Evaluation; Peer Relationship; Gender Differences + Suchen Sie Ihr Suchwort? Gültigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Beobachtung; Lehrerverhalten; Täuschung; Psychopathologie; Kindesentwicklung; Peer-Beziehungen; Geschlechterkonflikt
Abstract	A short-term longitudinal study examined relational and physical aggression and deceptive behavior among 120 preschool-aged children (M = 44.36 months old, SD = 11.07). Multiple informants and methods (i.e., observational, teacher reports) were used. Evidence for discriminant validity of the observations of aggression subtypes was found. For example, observations of relational aggression were more highly associated with teacher reports of relational aggression than teacher reports of physical aggression. Observed relational aggression was significantly associated with concurrent and prospective increases in deceptive behavior, even after controlling for gender and observed physical aggression. In addition, observed relational aggression was a unique significant predictor of concurrent deception, above and beyond teacher reports of aggression subtypes, which provides important support for the utility of the observational methods. (Contains 2 tables and 4 footnotes.) (As Provided).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10