Socioeconomic Status and Early Childhood Aggression: Moderation by Theory of Mind for Relational, but Not Physical, Aggression

Autor/inn/en	Baker, Erin Ruth; Jensen, Cjersti Jayne; Moeyaert, Mariola; Bordoff, Samantha
Titel	Socioeconomic Status and Early Childhood Aggression: Moderation by Theory of Mind for Relational, but Not Physical, Aggression
Quelle	In: Early Child Development and Care, 190 (2020) 8, S.1187-1201 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Erin Ruth) ORCID (Jensen, Cjersti Jayne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1524379
Schlagwörter	Socioeconomic Status; Aggression; Theory of Mind; Interpersonal Relationship; Social Cognition; Preschool Children; Correlation; Poverty; Child Behavior; Preschool Teachers; Teacher Attitudes; Parent Attitudes; Verbal Ability; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Kognition; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Armut; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Elternverhalten; Mündliche Leistung
Abstract	With nearly half of all children under age six living in poverty, it is imperative to explore the development of income-related childhood aggression. Here, we specifically examine how family socioeconomic status (SES) relates to children's physical and relational aggression, and how this relation may be moderated by burgeoning social cognition. Preschool-age children (n = 89; ages 3-6 years), who were reported by teachers as behaving aggressively at least some of the time, completed theory of mind (ToM) measures, and parents provided family demographic information. Multivariate moderation analyses revealed that low-SES children earned higher scores on relational aggression compared to high-SES children. ToM moderated this relation; children from impoverished backgrounds received higher scores on relational aggression if they underperformed on ToM, but at high levels of ToM there were no differences in aggression by SES. Implications and limitations are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01