Beyond Situational Ambiguity in Peer Conflict: Unique and Combined Effects of Cues from an Antagonist and a Best Friend

Autor/inn/en	Smith-Schrandt, Heather L.; Ojanen, Tiina; Gesten, Ellis; Feldman, Marissa A.; Calhoun, Casey D.
Titel	Beyond Situational Ambiguity in Peer Conflict: Unique and Combined Effects of Cues from an Antagonist and a Best Friend
Quelle	In: Child Development, 82 (2011) 6, S.1921-1937 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01664.x
Schlagwörter	Cues; Self Efficacy; Conflict; Friendship; Interpersonal Competence; Peer Relationship; Children; Child Development; Social Behavior; Affective Behavior; Context Effect; Individual Differences; Gender Differences; Cognitive Processes + Suchen Sie Ihr Suchwort? Stichwort; Self-efficacy; Selbstwirksamkeit; Konflikt; Freundschaft; Interpersonale Kompetenz; Peer-Beziehungen; Child; Kind; Kinder; Kindesentwicklung; Social behaviour; Soziales Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Individueller Unterschied; Geschlechterkonflikt; Cognitive process; Kognitiver Prozess
Abstract	In accord with increasing recognition of the situation specificity of childhood social behaviors, individual and contextual differences in children's responses to potential peer conflict were examined (hostile attribution, behavioral strategies, and affective reactions; N = 367, 9-2 years, 197 girls). Situational cues from 2 sources, the antagonist and a witnessing best friend, were designed to suggest the antagonist's intentions. Multilevel modeling indicated that children's responses generally varied more according to cues from the antagonist than friend, but the latter also affected responses, especially when conflicting with other situational information. Cognitive and affective responses were also influenced by gender, social goals, friendship quality, and self-efficacy for peer interaction. Findings provide theoretical insight on the context of peer conflict. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10