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.
| Original language | English |
|---|---|
| Pages (from-to) | 1559-1575 |
| Number of pages | 17 |
| Journal | Early Child Development and Care |
| Volume | 183 |
| Issue number | 11 |
| DOIs | |
| State | Published - 1 Nov 2013 |
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Keywords
- aggression
- parenting
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Parenting practices and the early socialisation of relational aggression among preschoolers. / Goldstein, Sara E.; Boxer, Paul.
In: Early Child Development and Care, Vol. 183, No. 11, 01.11.2013, p. 1559-1575.Research output: Contribution to journal › Article
TY - JOUR
T1 - Parenting practices and the early socialisation of relational aggression among preschoolers
AU - Goldstein, Sara E.
AU - Boxer, Paul
PY - 2013/11/1
Y1 - 2013/11/1
N2 - 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.
AB - 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.
KW - aggression
KW - parenting
UR - http://www.scopus.com/inward/record.url?scp=84887122256&partnerID=8YFLogxK
U2 - 10.1080/03004430.2012.738200
DO - 10.1080/03004430.2012.738200
M3 - Article
AN - SCOPUS:84887122256
VL - 183
SP - 1559
EP - 1575
JO - Early Child Development and Care
JF - Early Child Development and Care
SN - 0300-4430
IS - 11
ER -