Associations Among Children’s Social Goals, Responses to Peer Conflict, and Teacher-Reported Behavioral and Academic Adjustment at School
Document Type
Article
Publication Date
2013
Keywords
affect, aggression, children, peer conflict, social adjustment, social cognition, social goals
Digital Object Identifier (DOI)
https://doi.org/10.1080/00220973.2011.635167
Abstract
This study examined associations among children's agentic (social influence, status, power) and communal (relationship, affiliation) goals for peer interaction, cognitive and affective responses to hypothetical peer conflict, and teacher-reported achievement and behavior at school (N = 367; M age = 9.9 years). Agentic goals were positively associated with children's anger and aggressive strategies in peer conflicts, as well as low academic achievement. Communal goals were positively associated with prosocial strategies, sadness, and embarrassment in conflicts, as well as high achievement and fewer teacher reported behavioral difficulties at school. In line with other recent research, the findings underline the importance of considering children's motives for peer interaction when examining their social and academic adjustment at school.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Journal of Experimental Education, v. 81, issue 1, p. 68-83
Scholar Commons Citation
Ojanen, Tiina; Smith-Schrandt, Heather L.; and Gesten, Ellis, "Associations Among Children’s Social Goals, Responses to Peer Conflict, and Teacher-Reported Behavioral and Academic Adjustment at School" (2013). Psychology Faculty Publications. 912.
https://digitalcommons.usf.edu/psy_facpub/912
