Literaturnachweis - Detailanzeige
| Autor/in | Wilson, Beverly J. |
|---|---|
| Titel | The Entry Behavior of Aggressive/Rejected Children: The Contributions of Status and Temperament |
| Quelle | In: Social Development, 15 (2006) 3, S.463-479 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0961-205X |
| DOI | 10.1111/j.1467-9507.2006.00351.x |
| Schlagwörter | Aggression; Rejection (Psychology); Peer Acceptance; Behavior Problems; Personality Traits; Kindergarten; Grade 1; Young Children; Social Development; Interpersonal Competence; Fear; Gender Differences; Student Behavior |
| Abstract | This study investigated the entry behavior and temperamental characteristics of aggressive/rejected and nonaggressive/popular kindergarten and first-grade children. An analog entry situation was used to assess children's entry skills. Aggressive/rejected children had more difficulty than nonaggressive/popular children delivering their entry bids in a well-timed manner and engaged in more disruptive entry strategies. They also tended to use more aggressive entry strategies after experiencing entry failure. The children's temperamental characteristics accounted for significant variance in their entry behavior. Temperamental fear made a positive contribution to children's use of socially appropriate entry strategies. The children's status and impulsiveness each explained unique variance in their use of disruptive entry strategies. Aggressive/rejected girls were more impulsive than other groups and tended to be less fearful. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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