Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Hyein CHANG |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting / Sheryl L. OLSON in Development and Psychopathology, 23-1 (January 2011)
[article]
Titre : Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting Type de document : Texte imprimé et/ou numérique Auteurs : Sheryl L. OLSON, Auteur ; Nestor L. LOPEZ-DURAN, Auteur ; Erika S. LUNKENHEIMER, Auteur ; Hyein CHANG, Auteur ; Arnold J. SAMEROFF, Auteur Année de publication : 2011 Article en page(s) : p.253-266 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This prospective longitudinal study focused on self-regulatory, social–cognitive, and parenting precursors of individual differences in children's peer-directed aggression at early school age. Participants were 199 3-year-old boys and girls who were reassessed following the transition to kindergarten (5.5–6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children's self-regulation abilities and theory of mind understanding were assessed during a laboratory visit, and parenting risk (corporal punishment and low warmth/responsiveness) was assessed using interview-based and questionnaire measures. Individual differences in children's peer aggression were moderately stable across the preschool to school transition. Preschool-age children who manifested high levels of aggressive peer interactions also showed lower levels of self-regulation and theory of mind understanding, and experienced higher levels of adverse parenting than others. Our main finding was that early corporal punishment was associated with increased levels of peer aggression across the transition from preschool to school, as was the interaction between low maternal emotional support and children's early delays in theory of mind understanding. These data highlight the need for family-directed preventive efforts during the early preschool years. En ligne : http://dx.doi.org/10.1017/S0954579410000775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117
in Development and Psychopathology > 23-1 (January 2011) . - p.253-266[article] Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting [Texte imprimé et/ou numérique] / Sheryl L. OLSON, Auteur ; Nestor L. LOPEZ-DURAN, Auteur ; Erika S. LUNKENHEIMER, Auteur ; Hyein CHANG, Auteur ; Arnold J. SAMEROFF, Auteur . - 2011 . - p.253-266.
Langues : Anglais (eng)
in Development and Psychopathology > 23-1 (January 2011) . - p.253-266
Index. décimale : PER Périodiques Résumé : This prospective longitudinal study focused on self-regulatory, social–cognitive, and parenting precursors of individual differences in children's peer-directed aggression at early school age. Participants were 199 3-year-old boys and girls who were reassessed following the transition to kindergarten (5.5–6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children's self-regulation abilities and theory of mind understanding were assessed during a laboratory visit, and parenting risk (corporal punishment and low warmth/responsiveness) was assessed using interview-based and questionnaire measures. Individual differences in children's peer aggression were moderately stable across the preschool to school transition. Preschool-age children who manifested high levels of aggressive peer interactions also showed lower levels of self-regulation and theory of mind understanding, and experienced higher levels of adverse parenting than others. Our main finding was that early corporal punishment was associated with increased levels of peer aggression across the transition from preschool to school, as was the interaction between low maternal emotional support and children's early delays in theory of mind understanding. These data highlight the need for family-directed preventive efforts during the early preschool years. En ligne : http://dx.doi.org/10.1017/S0954579410000775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117