Children's Social Competence within Close Friendship: The Role of Self-Perception and Attachment Orientations

Autor/in	Scharf, Miri
Titel	Children's Social Competence within Close Friendship: The Role of Self-Perception and Attachment Orientations
Quelle	In: School Psychology International, 35 (2014) 2, S.206-220 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034312474377
Schlagwörter	Interpersonal Competence; Self Concept; Attachment Behavior; Questionnaires; Prosocial Behavior; Friendship; Gender Differences; Role; Social Adjustment; Helping Relationship; Cultural Background; Grade 4; Grade 5; Elementary School Students; Foreign Countries; Conflict; Jews; Measures (Individuals); Rating Scales; Teacher Attitudes; Correlation; Israel; Self Perception Profile for Children + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Selbstkonzept; Attachment; Bindungsverhalten; Fragebogen; Freundschaft; Geschlechterkonflikt; Rollen; Soziale Anpassung; Helfende Beziehung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Konflikt; Jew; Jude; Jüdin; Juden; Messdaten; Rating-Skala; Lehrerverhalten; Korrelation
Abstract	The associations between self-perception and attachment orientations and three aspects of children's competence within friendships were examined: "Managing conflict", "seeking support", and "giving support". Questionnaires were completed by 260 4th- and 5th-grade students. Homeroom teachers reported on the children's social adjustment. Secure attachment orientation and positive self-perception were positively associated with prosocial friendship competencies, and negatively associated with disengaging strategies. By contrast, ambivalent attachment was related to accommodation strategy and to disengaging strategies in the context of seeking and giving support. Girls and boys showed different levels of competencies within friendships; the results also demonstrate that engaging and disengaging strategies might function differently for boys and girls, and reveal the moderating role of attachment. The role of culture in children's competencies and the implications for intervention for children with friendship difficulties are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10