The Effects of Conflict Role and Intensity on Preschoolers' Expectations about Peer Conflict

Autor/inn/en	David, Kevin M.; Murphy, Bridget C.; Naylor, Janett M.; Stonecipher, Kim M.
Titel	The Effects of Conflict Role and Intensity on Preschoolers' Expectations about Peer Conflict
Quelle	In: International Journal of Behavioral Development, 28 (2004) 6, S.508-517 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1080/01650250444000216
Schlagwörter	Females; Conflict; Conflict Resolution; Peer Groups; Preschool Children; Role Conflict; Peer Relationship; Vignettes; Aggression; Interaction + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Gleichaltrigengruppe; Peer Group; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rollenkonflikt; Peer-Beziehungen; Interaktion
Abstract	Using a puppet procedure depicting hypothetical conflict involving the participant and a peer, 96 preschoolers' (48 boys and 48 girls; M = 5.14 years, SD = 0.78 years) expectations about peer conflict were assessed as a function of their role in the conflict (i.e., initiator of or responder to initial provocation) and the intensity level of the conflict. Initiators of conflict expected less conflict escalation and subsequent problems with the same peer from the conflict than did responders, particularly following low-intensity conflict. Findings also indicated that, for low-intensity but not high-intensity conflict, girls expected the same peer to provoke them during a subsequent interaction more often than did boys. Results provide further support for assessing preschoolers' understanding of conflict and are consistent with previous work demonstrating a self-serving bias in young children's perceptions and reports of their conflicts with other children. Moreover, findings are discussed in terms of their implications for the development of peer relations. (Contains 2 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10