Thesis
Mothers' social coaching about relational aggression and its relation to indicators of peer competence
Washington State University
Master of Arts (MA), Washington State University
2009
Handle:
https://hdl.handle.net/2376/104084
Abstract
This study focused on mothers' social coaching about preschoolers' relational and physical aggression. We hypothesized that mothers would provide children with higher quality social coaching when discussing physical aggression as compared to relational aggression. We further expected the quality of mothers' social coaching to be associated with child outcomes, including relational aggression, physical aggression, prosocial behavior, and empathy. Finally, we predicted a positive relationship between relational aggression and empathy. Ninety mothers of preschool children read stories with their children depicting reactive displays of relational and physical aggression. Teachers rated children's social behavior at the initial assessment and one year later. Results provided partial support for study hypotheses. Mothers provided higher quality coaching in response to physical aggression, and higher quality coaching was significantly related to child physical aggression, prosocial behaviors, and empathy. Mothers who proposed authority seeking strategies had children rated by teachers as more relationally aggressive. Theoretical and practical implications, as well as recommendations for future research regarding these findings are discussed.
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Details
- Title
- Mothers' social coaching about relational aggression and its relation to indicators of peer competence
- Creators
- Kelsey Ann Lyle
- Contributors
- Nicole E. Werner (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Human Development, Department of
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University; Pullman, Wash. :
- Identifiers
- 99900525277001842
- Language
- English
- Resource Type
- Thesis