Children's responses to hypothetical provocation by peers: coordination of assertive and aggressive strategies.
Children's responses to hypothetical provocation by peers: coordination of assertive and aggressive strategies.
复制标题
儿童对同龄人假设的挑衅的反应：自信和攻击性策略的协调。
DOI：
10.1007/s10802-014-9862-0
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发表时间：
2014
影响因子：
3.6
通讯作者：
Frazier,StacyL
中科院分区：
文献类型：
--
作者：
Dirks,MelanieA;Suor,JenniferH;Rusch,Dana;Frazier,StacyL
面对同伴的攻击，孩子们通常会做出果断的回应或积极的报复。然而，关于儿童是否以及如何在不同类型的挑衅中协调这些策略，我们知之甚少。本研究在低收入儿童样本中考察了对假设的身体、关系和言语挑衅的攻击性和自信反应的认可（N= 402,Mage = 10.21，SD= 1.46）。潜在轮廓分析揭示了攻击性和主张的3类模型，每一类都反映了低、中、高水平的认可。报告显示，儿童使用攻击性行为和主张行为之间没有关联。例如，那些具有高度攻击性的孩子同样有可能被归类为低、中等或高度自信的反应。对于断言和攻击，父母对孩子外化行为和社交技能的评分在低组和高组之间有所不同。尽管后一组的自信和攻击性反应明显更高，但在低水平和中等水平的组之间没有发现这种差异。这种调查结果的模式可能部分归因于儿童反应的情境特异性。我们的发现暗示了儿童行为的复杂性，并为越来越多的文献提出了需要考虑社会技能和社会情境的干预模型。
Children often respond to aggression by peers with assertive bids or aggressive retaliation. Little is known, however, about whether and how children coordinate these strategies across different types of provocation. The present study examined endorsement of aggressive and assertive responses to hypothetical physical, relational, and verbal provocation in a sample of lower-income children (N= 402,Mage = 10.21,SD= 1.46). Latent-profile analysis revealed 3-class models for both aggression and assertion, each reflecting low, moderate, and high levels of endorsement. There was no association between children’s reported use of aggression and assertion. For example, children who endorsed high levels of aggression were equally likely to be classified as low, moderate, or high on assertive responding. For both assertion and aggression, parental ratings of children’s externalizing behavior and social skills differed across the low and high groups. No such differences were found between the low and moderate groups, despite the latter groups endorsing markedly higher levels of assertive and aggressive responses. This pattern of findings may be due, in part, to the situation specificity of children’s responding. Our findings hint at the complexity of children’s behavioral repertoires and contribute to a growing literature that suggests the need for intervention models that consider both social skills and social situations.