Sex-related strategies for coping with interpersonal conflict in children aged five and seven.

Miller, Patrice Marie; Danaher, Dorothy L.; Forbes, David

doi:10.1037//0012-1649.22.4.543

Developmental Psychology

1986

DOI: 10.1037//0012-1649.22.4.543

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Sex-related strategies for coping with interpersonal conflict in children aged five and seven.

Patrice Marie Miller¹,

Dorothy L. Danaher²,

David Forbes³

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Cited by 23 publications

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Opposition in Social Interaction amongst Children: Why Intellectual Benefits Do Not Mean Social Costs

Howe¹,

McWilliam²

2006

Social Development

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Occasions where children oppose each other have been claimed to convey intellectual benefits through their association with justification and resolution. They have been claimed to promote social rejection through their association with aggression. Because it is inconceivable that intellectual benefits imply social costs, either the relation amongst opposition, justification, resolution, and aggression is weaker than claimed, or children differ in their use of justification, resolution, and aggression during opposition. To explore these possibilities, 49 triads, comprising children aged 4 to 7 years, were videotaped while they engaged in free play and structured activities. The children varied in gender and temperament, and the triads varied in gender composition. Justification, resolution, and aggression were all relatively frequent in oppositional contexts. However, the use of justification and resolution during opposition was clearly separated from the use of aggression. Gender, temperament, age, and gender composition of triad were all relevant to the oppositional behaviour that children displayed.

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Opposition in Social Interaction amongst Children: Why Intellectual Benefits Do Not Mean Social Costs

Howe¹,

McWilliam²

2006

Social Development

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Relating Individual Control, Social Understanding, and Gender to Child–Friend Interaction: A Relationships Perspective

McElwain

Volling

2002

Social Development

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According to a relationships perspective, it is critical to consider how the individual behaviors and characteristics of both partners shape their social interaction. Adopting a relationships approach to the investigation of children's friendships, we examined how preschool children's and their friends' controlling behaviors, social understanding, and gender were related to their dyadic interaction. Child-friend dyads (n = 49) were videotaped in two laboratory play sessions (free play and sharing task), and child interviews assessed understanding of emotions and false beliefs. Both children's indirect control was associated with coordinated play during the free play session, and both children's direct control was associated with conflict during the sharing task. Moreover, dyadic interaction varied as a function of study children's social understanding, friends' social understanding, and play session. An interaction between gender composition and play session also emerged for dyadic conflict. Multiple regression analyses suggested that study children's controlling behaviors accounted for associations between dyadic interaction and more 'distal' individual factors (i.e., social understanding, gender). The findings underscore the need to examine how both children's individual competencies are related to the quality of their dyadic interaction and illuminate how the associations between individual factors and dyadic interaction are moderated by the interactive context.

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An Integrative Examination of Peer Conflict: Children's Reported Goals, Emotions, and Behaviors

2002

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The primary purpose of the present study was to examine the interrelations among children's typical emotions, goals, and behavior during peer conflict and to examine emotions and goals as joint predictors of behavior. Children (7 to 11 years old) described recent conflicts with peers and were questioned about their emotions, goals, and behaviors. The friendliness of children's reported goals during conflict was associated with low anger intensity and with high intensity of sadness. Children who tended to report nonconstructive behavior also tended to report relatively intense anger and relatively unfriendly goals. Furthermore, in regression analyses, the friendliness of goals uniquely predicted the constructiveness of children's behavior after controlling for the effects of anger intensity, age, gender, provoking event, and friendship with the peer. Although boys and girls reported similar levels of anger and sadness, girls reported friendlier goals and more constructive behavior than did boys. The use of self-reports of actual events to examine peer conflict during middle childhood is also discussed.

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Sex-related strategies for coping with interpersonal conflict in children aged five and seven.

Cited by 23 publications

References 0 publications

Opposition in Social Interaction amongst Children: Why Intellectual Benefits Do Not Mean Social Costs

Opposition in Social Interaction amongst Children: Why Intellectual Benefits Do Not Mean Social Costs

Relating Individual Control, Social Understanding, and Gender to Child–Friend Interaction: A Relationships Perspective

An Integrative Examination of Peer Conflict: Children's Reported Goals, Emotions, and Behaviors

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