In:
Child Development, Wiley, Vol. 77, No. 2 ( 2006-03), p. 371-383
Abstract:
The primary objectives of this investigation were to examine the attributions, emotional reactions, and coping strategies of shy/withdrawn and aggressive girls and boys and to examine whether such social cognitions differ within the relationship context of friendship. Drawn from a sample of fifth and sixth graders ( M age=10.79 years; SD =.77), 78 shy/withdrawn, 76 aggressive, and 85 control children were presented with hypothetical social situations that first involved unfamiliar peers, and then a mutual good friend. Results revealed group and gender differences and similarities, depending on the relationship context. From our findings emerges a central message: friends' involvement during interpersonal challenges or stressors mitigates children's attributions, emotions, and coping responses.
Type of Medium:
Online Resource
ISSN:
0009-3920
,
1467-8624
DOI:
10.1111/cdev.2006.77.issue-2
DOI:
10.1111/j.1467-8624.2006.00876.x
Language:
English
Publisher:
Wiley
Publication Date:
2006
detail.hit.zdb_id:
215602-7
detail.hit.zdb_id:
2047406-4
SSG:
5,2
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