Format

Send to

Choose Destination
See comment in PubMed Commons below
Dev Psychopathol. 2007 Winter;19(1):57-71.

The roles of behavioral adjustment and conceptions of peers and emotions in preschool children's peer victimization.

Author information

1
George Mason University, New Century College, 4400 University Drive, Fairfax, VA 22030-4444, USA. pgarner1@gmu.edu

Abstract

Ninety-four low- and middle-income preschoolers (48 boys, 46 girls) were recruited from two sites in a large southwestern city. Children's positive attributions of peer intent, social problem-solving decisions, and attributions of peers' feelings about the provocation were evaluated from individual interviews. In addition, children's anger perception accuracy and their global emotion situation knowledge were assessed. Teachers and their assistants reported on the children's social competence, internalizing and externalizing behavior, and the degree to which children were physically and relationally victimized. Social competence was a negative predictor of relational and physical victimization, and externalizing behavior was a positive predictor of both types of victimization. Anger perception accuracy was negatively related to physical victimization, and global emotion situation knowledge and attributions of sorrow to provoking peers were positive predictors. Results support a conceptual framework that emphasizes the importance of social and emotion-related social cognitive variables for understanding young children's peer-related victimization.

PMID:
17241484
DOI:
10.1017/S0954579407070046
[Indexed for MEDLINE]
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for Cambridge University Press
    Loading ...
    Support Center