Citation

Werner NE, Eaton AD, Lyle K, Tseng H, Holst B. Soc. Dev. 2014; 23(3): 470-486.

Affiliation

Nicole E. Werner, Department of Human Development, Washington State University; Ashley D. Eaton, Department of Human Development, Washington State University; Kelsey Lyle, Pullman, Washington; Heidi Tseng, National Health Research Institutes, Taiwan; Brooke Holst, Coeur d'Alene, Idaho.

Copyright

(Copyright © 2014, John Wiley and Sons)

DOI

10.1111/sode.12048

PMID

25132727

PMCID

PMC4130389

Abstract

Previous research has shown that parents of socially competent young children provide them with elaborative, explicit, appropriate and emotion-laden advice about peer interactions. The current study analyzed mothers' conversations with preschoolers (N=175; 52% female; M age = 52 months, SD = 7 months) about peer conflicts involving relational aggression. Conversations were coded for maternal elaboration, emotion references, and discussion of norm violations. Information about relational and physical aggression was collected from teachers at two assessments approximately 12 months apart for a subsample of 136 children. Regression analyses, controlling for physical aggression, showed that average and high levels of effective coaching operated as a protective factor against stable high levels of relational aggression. Theoretical and practical implications for our understanding of the early development of relational aggression are discussed.

Language: en