Skip navigation
User training | Reference and search service

Library catalog

Retrievo
EDS
b-on
More
resources
Content aggregators
Please use this identifier to cite or link to this item:

acessibilidade

http://hdl.handle.net/10071/20774
Full metadata record
acessibilidade
DC FieldValueLanguage
dc.contributor.authorNichols, O.-
dc.contributor.authorVaughn, B. E.-
dc.contributor.authorCoppola, G.-
dc.contributor.authorShin, N.-
dc.contributor.authorMonteiro, L.-
dc.contributor.authorKrzysik, L.-
dc.date.accessioned2020-10-16T13:42:45Z-
dc.date.available2020-10-16T13:42:45Z-
dc.date.issued2020-
dc.identifier.issn0961-205X-
dc.identifier.urihttp://hdl.handle.net/10071/20774-
dc.description.abstractAlthough peer conflict is a common event in preschool classrooms, few studies have examined relations between coping with peer conflict and social competence (SC) in preschool samples. In this study, 166 preschoolers (95 male) were observed during dyadic play episodes designed to induce a resource-based conflict. Coping tactics were coded using Zimmer-Gembeck and Skinner’s (2011) taxonomy and were evaluated in relation to indicators of SC assessed using direct observations and sociometric interviews. On average, the dyadic play episodes elicited 4.19 conflict events per partner, with children’s most common tactics being verbal assertion (29% of all conflict events) and physical assertion (17%). Preschoolers’ coping tactics showed moderate correspondence with current developmental taxonomies and regression analyses with SC were partly consistent with studies of older children. Cooperative tactics reflected higher levels of SC, particularly for boys, and failure to cope with the dilemma reflected lower levels of social competence. In this sample, the use of disengaged tactics was not associated with SC and only a few differences in coping tactic use were associated with the gender composition of the dyad. Results suggest coping tactics during resource-based conflicts at the preschool age are associated with measures of social competence and, with slight adjustments, map onto developmental frameworks.eng
dc.language.isoeng-
dc.publisherWiley-
dc.rightsembargoedAccess-
dc.subjectPreschooleng
dc.subjectSocial competenceeng
dc.subjectConflicteng
dc.subjectCopingeng
dc.subjectGender differenceseng
dc.titleRelations between preschooler social competence and coping tactics during resource‐based conflictseng
dc.typearticle-
dc.peerreviewedyes-
dc.journalSocial Development-
dc.volumeN/A-
degois.publication.titleRelations between preschooler social competence and coping tactics during resource‐based conflictseng
dc.date.updated2020-10-16T14:42:02Z-
dc.description.versioninfo:eu-repo/semantics/acceptedVersion-
dc.identifier.doi10.1111/sode.12451-
dc.subject.fosDomínio/Área Científica::Ciências Sociais::Psicologiapor
dc.subject.fosDomínio/Área Científica::Ciências Sociais::Sociologiapor
dc.subject.fosDomínio/Área Científica::Ciências Sociais::Outras Ciências Sociaispor
iscte.subject.odsEducação de qualidadepor
iscte.identifier.cienciahttps://ciencia.iscte-iul.pt/id/ci-pub-71776-
iscte.alternateIdentifiers.wosWOS:000540284200001-
iscte.alternateIdentifiers.scopus2-s2.0-85086322822-
Appears in Collections:CIS-RI - Artigos em revistas científicas internacionais com arbitragem científica

Files in This Item:
acessibilidade
File Description SizeFormat 
Main document.pdfVersão Aceite734.78 kBAdobe PDFView/Open    Request a copy


FacebookTwitterDeliciousLinkedInDiggGoogle BookmarksMySpace
Formato BibTex MendeleyEndnote Currículo DeGóis 

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.