Relations between Theory of Mind and Indirect and Physical Aggression in Kindergarten: Evidence of the Moderating Role of Prosocial Behaviors

Autor/inn/en	Renouf, Annie; Brendgen, Mara; Parent, Sophie; Vitaro, Frank; Zelazo, Philip David; Boivin, Michel; Dionne, Ginette; Tremblay, Richard E.; Perusse, Daniel; Seguin, Jean R.
Titel	Relations between Theory of Mind and Indirect and Physical Aggression in Kindergarten: Evidence of the Moderating Role of Prosocial Behaviors
Quelle	In: Social Development, 19 (2010) 3, S.535-555 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2009.00552.x
Schlagwörter	Twins; Prosocial Behavior; Aggression; Preschool Children; Foreign Countries; Longitudinal Studies; Peer Relationship; Social Development; Vocabulary; Correlation; Gender Differences; Child Behavior; Kindergarten; Social Cognition; Perspective Taking; Canada + Suchen Sie Ihr Suchwort? Twin; Zwilling; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Soziale Entwicklung; Wortschatz; Korrelation; Geschlechterkonflikt; Soziale Kognition; Zukunftsperspektive; Kanada
Abstract	The present study examined the association between theory of mind and indirect versus physical aggression, as well as the potential moderating role of prosocial behavior in this context. Participants were 399 twins and singletons drawn from two longitudinal studies in Canada. At five years of age, children completed a theory of mind task and a receptive vocabulary task. A year later, teachers evaluated children's indirect and physical aggression and prosocial behavior. Indirect aggression was significantly and positively associated with theory of mind skills, but only in children with average or low levels of prosocial behavior. Physical aggression was negatively associated with prosocial behavior but not with theory of mind. Each analysis included gender, receptive vocabulary, and the respective other subtype of aggression as control variables. These results did not differ between girls and boys or between twins and singletons. Theoretical and clinical implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10