Parenting Practices and the Early Socialisation of Relational Aggression among Preschoolers

Autor/inn/en	Goldstein, Sara E.; Boxer, Paul
Titel	Parenting Practices and the Early Socialisation of Relational Aggression among Preschoolers
Quelle	In: Early Child Development and Care, 183 (2010) 11, S.1559-1575 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2012.738200
Schlagwörter	Aggression; Bullying; Interpersonal Relationship; Parenting Styles; Comparative Analysis; Discipline; Parent Attitudes; Preschool Children; Socialization; Measures (Individuals); Questionnaires; Likert Scales; Adjustment (to Environment); Parent Surveys; Correlation; Statistical Analysis + Suchen Sie Ihr Suchwort? Mobbing; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Disziplin; Elternverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socialisation; Sozialisation; Messdaten; Fragebogen; Likert-Skala; Korrelation; Statistische Analyse
Abstract	The present study examines parents' responses to their young children's relationally aggressive behaviour and compares these with the responses regarding children's overtly aggressive behaviour. Parents' beliefs about discipline strategies for addressing relational versus overt aggression at home and at school are also examined. Additionally, links between parenting (specific to both aggression and general characteristics) and children's aggressive behaviour and adjustment are explored. Findings suggest that parents have more specific rules about, and are more likely to discipline, overt aggression than about relational aggression. Parents are more supportive of discipline for overt aggression than of that for relational aggression in school; parents also believe that their children should be relatively independent in coping with relational victimisation at school. Implications and suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10