Crossing social contexts: Relational aggression between siblings and friends during early and middle childhood

2006 ◽  
Vol 27 (3) ◽  
pp. 228-240 ◽  
Author(s):  
Kirstin Stauffacher ◽  
Ganie B. DeHart
Keyword(s):  
Relational Aggression ◽  
Middle Childhood ◽  
Social Contexts

Middle childhood: Socialization and social contexts.

2004 ◽  
pp. 239-244
Author(s):  
Willard W. Hartup ◽  
W. Andrew Collins
Keyword(s):  
Middle Childhood ◽  
Social Contexts ◽  
Childhood Socialization

scholarly journals You Pretend, I Laugh: Associations Between Dyadic Pretend Play and Children's Display of Positive Emotions

2021 ◽  
Vol 12 ◽  
Author(s):  
Zhen Rao ◽  
Jenny L. Gibson
Keyword(s):  
Gender Differences ◽  
Middle Childhood ◽  
Positive Emotions ◽  
Pretend Play ◽  
Social Contexts ◽  
Older Children ◽  
Age And Gender ◽  
Social And Emotional ◽  
Age And Gender Differences ◽  
And Gender

Background: Understanding how pretend play is related to positive emotions is important for supporting children's development and promoting their wellbeing. However, previous studies have mainly examined this association at individual levels and overlooked the potential links at interpersonal levels. This is an important knowledge gap because pretend play is commonly performed in social contexts. The current study investigates how peer pretend play is associated with children's display of positive emotions at both individual and dyadic levels.Methods: One hundred and eight Chinese children (Mage = 8.95 years, SD = 0.99, 51.9% girls) were observed playing in peer dyads with toys. An interaction of 10 min was coded for each child's pretend play behavior, social and emotional pretend play themes, and display of positive emotions. Multilevel modeling was used to examine age and gender differences in peer pretend play. Actor–Partner Interdependence Models (APIM) were estimated to test the hypothesized associations between dyadic pretend play and children' display of positive emotions.Results: Compared to children whose playmates engaged in less pretend play, children whose playmates engaged in more pretend play were more likely to display positive emotions (p = 0.021). Additionally, children's display of positive emotions was predicted by both their own (p = 0.027) and their playmate's (p = 0.01) pretend play with emotional themes. Compared to younger children, older children were less likely to engage in pretend play (p = 0.002), but more likely to engage in pretend play with social themes (p = 0.03) when the total frequency of pretend play was controlled for. Boys were 4.9 times and 2.16 times as likely as girls to create aggressive pretend themes (p < 0.001) and non-aggressive negative pretend themes (p = 0.007), respectively. No significant gender differences were found in positive pretend themes.Conclusions: Pretending with peers may increase not only children's own, but also their play partner's display of positive emotions. Pretend play may not simply decline in middle childhood as previously assumed.

Relational aggression between siblings in early and middle childhood

2002 ◽  
Author(s):  
Kirstin Stauffacher ◽  
Ganie B. DeHart ◽  
Sarah L. Keats ◽  
Kathleen M. Raimer ◽  
Chae Lee ◽  
...  
Keyword(s):  
Relational Aggression ◽  
Middle Childhood

scholarly journals Relational Aggression in Middle Childhood: Predictors and Adolescent Outcomes

2011 ◽  
Vol 21 (2) ◽  
pp. 354-375 ◽  
Author(s):  
Susan J. Spieker ◽  
Susan B. Campbell ◽  
Nathan Vandergrift ◽  
Kim M. Pierce ◽  
Elizabeth Cauffman ◽  
...  
Keyword(s):  
Relational Aggression ◽  
Middle Childhood ◽  
Adolescent Outcomes ◽  
Childhood Predictors

Borderline personality features as a predictor of forms and functions of aggression during middle childhood: Examining the roles of gender and physiological reactivity

2014 ◽  
Vol 26 (3) ◽  
pp. 789-804 ◽  
Author(s):  
Adrienne M. Banny ◽  
Wan-Ling Tseng ◽  
Dianna Murray-Close ◽  
Clio E. Pitula ◽  
Nicki R. Crick
Keyword(s):  
Blood Pressure ◽  
Relational Aggression ◽  
Middle Childhood ◽  
Borderline Personality ◽  
Emotional Dysregulation ◽  
Self Report ◽  
Physiological Reactivity ◽  
Relationally Aggressive ◽  
Personality Features ◽  
Borderline Personality Features

AbstractThe present longitudinal investigation examined borderline personality features as a predictor of aggression 1 year later. Moderation by physiological reactivity and gender was also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol in which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships or exclusion) were assessed. Teachers provided reports on subtypes of aggressive behavior (i.e., reactive relational, proactive relational, reactive physical, and proactive physical), and children completed a self-report measure of borderline personality features. Path analyses indicated that borderline personality features predicted increases in reactive relational aggression and proactive relational aggression among girls who evinced heightened physiological reactivity to interpersonal stress. In contrast, borderline personality features predicted decreases in proactive physical aggression in girls. Findings suggest that borderline personality features promote engagement in relationally aggressive behaviors among girls, particularly in the context of emotional dysregulation.

scholarly journals Individual differences in anxiety trajectories from Grades 2 to 8: Impact of the middle school transition

2017 ◽  
Vol 30 (4) ◽  
pp. 1487-1501 ◽  
Author(s):  
Stefanie A. Nelemans ◽  
William W. Hale ◽  
Susan J. T. Branje ◽  
Wim H. J. Meeus ◽  
Karen D. Rudolph
Keyword(s):  
Middle School ◽  
Middle Childhood ◽  
Developmental Trajectories ◽  
Middle School Transition ◽  
School Transition ◽  
Social Contexts ◽  
Eighth Grade ◽  
Parent Child Relationship ◽  
Individual Vulnerability ◽  
The Impact

AbstractThis study examined the impact of the middle school transition on general anxiety trajectories from middle childhood to middle adolescence, as well as how youths’ individual vulnerability and exposure to contextual stressors were associated with anxiety trajectories. Participants were 631 youth (47% boys, M age = 7.96 years at Time 1), followed for 7 successive years from second to eighth grade. Teachers reported on youths’ individual vulnerability to anxiety (anxious solitude) in second grade; youth reported on their anxiety in second to eighth grade and aspects of their social contexts particularly relevant to the school transition (school hassles, peer victimization, parent–child relationship quality, and friendship quality) in sixth to eighth grade. The results revealed two subgroups that showed either strongly increasing (5%) or decreasing (14%) levels of anxiety across the transition and two subgroups with fairly stable levels of either high (11%) or low (70%) anxiety over time. Youth in the latter two subgroups could be distinguished based on their individual vulnerability to anxiety, whereas youth with increasing anxiety reported more contextual stressors and less contextual support than youth with decreasing anxiety. In sum, findings suggest that the middle school transition has the potential to alter developmental trajectories of anxiety for some youth, for better or for worse.

Best friends’ preference and popularity: Associations with aggression and prosocial behavior

2010 ◽  
Vol 34 (5) ◽  
pp. 398-405 ◽  
Author(s):  
Ellen Peters ◽  
Antonius H. N. Cillessen ◽  
J. Marianne Riksen-Walraven ◽  
Gerbert J. T. Haselager
Keyword(s):  
Prosocial Behavior ◽  
Relational Aggression ◽  
Peer Influence ◽  
Middle Childhood ◽  
Fourth Graders ◽  
Two Dimensions ◽  
Peer Status ◽  
Overt Aggression ◽  
Best Friends ◽  
Peer Nominations

This study examined how children’s aggression and prosocial behavior are related to the preference and popularity of their best friends. Participants were 1,953 fourth-graders (52.2% boys). Measures included peer nominations of friendship, peer status, overt and relational aggression, and prosocial behavior. A total of 334 reciprocal same-sex best friend dyads were identified. The Actor-Partner Interdependence Model (Kashy & Kenny, 1999) showed that best friends’ peer status significantly predicted children’s behavior. For boys, best friends’ preference was negatively associated with overt aggression, while best friends’ popularity was positively associated with overt aggression. For girls, best friends’ popularity was positively related to both relational aggression and prosocial behavior. The model also revealed high similarity between friends in both preference and popularity. This study highlighted the distinction between two dimensions of peer status in the study of friendship and peer influence in middle childhood. It also demonstrated how individual, dyad, and group characteristics can be integrated in the study of children’s social relationships.

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