A prospective study investigating the developmental outcomes of inflated perceived relatedness among aggressive children /
examine the stability, generalization, and developmental outcomes of inflated perceptions of self-other relatedness among aggressive children. 62 second and third grade children nominated and rated by teachers as aggressive were followed forward for 3 years. Two self-report measures of children'...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1998.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=733050481&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | examine the stability, generalization, and developmental outcomes of inflated perceptions of self-other relatedness among aggressive children. 62 second and third grade children nominated and rated by teachers as aggressive were followed forward for 3 years. Two self-report measures of children's perceptions of relationships, Network of Relationships Inventory and Pictorial Scale of Perceived Competence and Social Acceptance for Young Children - peer acceptance substage, were considered to yield their representations of relationships in different interpersonal domains. Others' reports of relationship qualities were collected through separate self-report measures. Data were collected from mothers, three different teachers, peers, and mentors. The discrepancy approach (Hughes et a1., 1997., Hymel et al., 1993) was used to compute inflation indices for each separate interpersonal domain. Assessments of behavioral conduct were obtained from teachers at baseline and at Years 2 and 3 and from peers at baseline and Year 3. Results indicated individual and social contextual differences in continuity over time and generalization of sell-and others' perceptions of relationship qualities across interpersonal domains. Aggressive children's positively biased perceptions of social relatedness were observed to be concordant across adult relationship domains but not across the peer domain, suggesting that children's relationships with adults and peers represent somewhat distinct socialization contexts that differ in relationship qualities. As expected,mentors reported lower affinity in their relationships with aggressive children who inflated their levels of social relatedness, relative to relationships with aggressive children whose reports were less inflated. The findings underscore the importance of the role of the teacher-child relationship and its capacity to ameliorate children's aggression trajectory. Finally,with regard to developmental outcomes, aggressive children possessing biased appraisals of their social relationships were not observed to be at any greater risk for continued aggression than those who had more realistic views. However, aggressive children who had inaccurate positive appraisals of their acceptance among peers were seen to be at higher risk for being disliked by peers in the future. Implications for intervention are discussed. |
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| Item Description: | Vita. "Major Subject: School Psychology". |
| Physical Description: | ix, 103 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 88-102). |