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Citation |
Burgess KB, Wojslawowicz JC, Rubin KH, Rose-Krasnor L, Booth-LaForce C. Child Dev. 2006; 77(2): 371-383. |
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Affiliation |
University of Maryland at College Park, MD, USA. kburgess@pediatricpsychologycenter.org |
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Copyright |
(Copyright © 2006, John Wiley and Sons) |
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DOI |
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PMID |
16611178 |
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Abstract |
The primary objectives of this investigation were to examine the attributions, emotional reactions, and coping strategies of shy/withdrawn and aggressive girls and boys and to examine whether such social cognitions differ within the relationship context of friendship. Drawn from a sample of fifth and sixth graders (M age = 10.79 years; SD = .77), 78 shy/withdrawn, 76 aggressive, and 85 control children were presented with hypothetical social situations that first involved unfamiliar peers, and then a mutual good friend. Results revealed group and gender differences and similarities, depending on the relationship context. From our findings emerges a central message: friends' involvement during interpersonal challenges or stressors mitigates children's attributions, emotions, and coping responses. Language: en |