1
|
Lahat A, Perlman M, Howe N, Recchia HE, Bukowski WM, Santo JB, Luo Z, Ross H. Change over time in interactions between unfamiliar toddlers. Int J Behav Dev 2023; 47:21-34. [PMID: 36582414 PMCID: PMC9791325 DOI: 10.1177/01650254221121854] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
The frequency and length of games, conflicts, and contingency sequences that took place between toddlers as they got to know one another were studied using archival data. The sample consisted of 28 unfamiliar 20- and 30-month-old toddlers (predominantly White, 16 males) who met separately with each of two other toddlers for 18 play dates. The frequency of games increased over time, while the frequency of conflict and contingency sequences decreased. The length of games increased over time while the length of conflicts and contingency sequences were stable. Age and language ability predicted changes in frequency and length of the different types of sequences. Thus, toddlers engage in less structured interactions when they first meet; their interactions become increasingly more organized and positive as the relationship evolves.
Collapse
Affiliation(s)
- Ayelet Lahat
- University of Toronto, Canada,Ayelet Lahat, OISE, University of Toronto, 252 Bloor Street West, Toronto, ON M5S 1A1, Canada.
| | | | | | | | | | | | | | | |
Collapse
|
2
|
Lahat A, Lou Z, Perlman M, Howe N, Santo JB, Recchia HE, Bukowski WM, Ross HS. Positive and negative actions early in the relationship predict later interactions among toddlers. PLoS One 2022; 17:e0276932. [PMID: 36327252 PMCID: PMC9632877 DOI: 10.1371/journal.pone.0276932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 10/17/2022] [Indexed: 11/06/2022] Open
Abstract
Very little is known about the role of early interactions in the development of peer relationships among toddlers. The present study examined whether behaviors early in the formation of toddler relationships predict interactions later in their relationships. Twenty-eight unfamiliar 20- and 30-month-old toddlers from a predominately European background met separately with each of two other toddlers for 18 playdates. Both positive and negative behaviors at the beginning of the relationship predicted a higher frequency of games later in the relationship. Positive behaviors at the beginning of the relationship predicted fewer conflicts later in the relationship. Negative behaviors at the beginning predicted more conflicts later in the relationship. These findings suggest that toddlers’ behaviors, when they initially meet, underlie the pathway in which their relationship develops.
Collapse
Affiliation(s)
| | | | | | - Nina Howe
- Concordia University, Montreal, Canada
| | | | | | | | | |
Collapse
|
3
|
Martin-Storey A, Recchia HE, Santo JB. Self-Continuity Moderates the Association Between Sexual-Minority Status Based Discrimination and Depressive Symptoms. J Homosex 2021; 68:2075-2096. [PMID: 32130077 DOI: 10.1080/00918369.2020.1733350] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Self-continuity, or how an individual understands their sense of self as persisting from past to present and present to future, is an important aspect of the self-concept that is linked to mental health outcomes. This self-concept construct may be particularly pertinent for sexual minority populations, as living in a heterosexist environment may prove detrimental for the development of self-continuity. The current study examined self-continuity among sexual minority and heterosexual community college and university students (N = 292). Compared to their heterosexual peers, sexual minority participants reported lower levels of self-continuity. Self-continuity moderated the associations between victimization due to gender nonconformity and victimization due to sexual minority status and depressive symptoms, such that higher levels of self-continuity were protective among individuals who were experiencing higher levels of victimization due to gender nonconformity or sexual minority status. Findings will be discussed in terms of their implications for identity development among emerging adults.
Collapse
Affiliation(s)
- Alexa Martin-Storey
- Département de Psychoéducation, Université de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Holly E Recchia
- Department of Education, Concordia University, Montréal, Quebec, Canada
| | - Jonathan B Santo
- Department of Psychology, University of Nebraska at Omaha, Omaha, Nebraska, USA
| |
Collapse
|
4
|
Martin-Storey A, Santo J, Recchia HE, Chilliak S, Caetano Nardi H, Moreira Da Cunha J. Gender minoritized students and academic engagement in Brazilian adolescents: Risk and protective factors. J Sch Psychol 2021; 86:120-132. [PMID: 34051908 DOI: 10.1016/j.jsp.2021.03.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2020] [Revised: 07/15/2020] [Accepted: 03/14/2021] [Indexed: 11/26/2022]
Abstract
Gender minoritized students experience unique challenges in their school environments that may have consequences for their educational outcomes, including academic engagement. The goal of the current study was to understand the association between gender identity and academic engagement among adolescents attending public high schools in Paraná, Brazil (N = 10,828). In particular, student perceptions of student-teacher relationships, school rule fairness and clarity, school-wide academic engagement, and peer victimization were examined as four facilitator/barrier factors that may account for lower levels of academic engagement for gender minoritized students as compared to their cisgender peers, and these processes were tested for differences across race/ethnicity. Public high school students (ages 12-18 years) completed an in-class survey assessing their gender identities, perceptions of the school environment, and academic engagement. Gender minoritized students reported significantly lower levels of academic engagement as compared to their cisgender peers. They also reported less clear and fair school rules, lower levels of school-wide academic engagement, and higher levels of victimization. These facilitator/barrier variables partially accounted for the lower levels of academic engagement reported by gender minoritized students. No significant differences were observed for gender identity according to race/ethnicity. These findings suggest that facilitators/barriers that account for academic engagement for students in general partially explain gender identity-related disparities, and the implications for school psychologists are discussed.
Collapse
Affiliation(s)
- Alexa Martin-Storey
- Département de Psychoéducation, Université de Sherbrooke, 150 Place Charles Le Moyne, Longueuil, QC, Canada.
| | - Jonathan Santo
- Department of Psychology, University of Nebraska at Omaha, United States of America
| | - Holly E Recchia
- Educational and Counselling Psychology, McGill University, Canada
| | | | - Henrique Caetano Nardi
- Departamento de Psicologia Social e Institucional, Universidade Federal do Rio Grande do Sul, Brazil
| | | |
Collapse
|
5
|
Recchia HE, Wainryb C, Posada R. The Juxtaposition of Revenge and Forgiveness in Peer Conflict Experiences of Youth Exposed to Violence. J Res Adolesc 2020; 30:956-969. [PMID: 32776648 DOI: 10.1111/jora.12573] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2019] [Revised: 07/03/2020] [Accepted: 07/08/2020] [Indexed: 06/11/2023]
Abstract
In a sample of 95 urban Colombian mid-adolescents, this mixed-method study examined how youths' retaliatory desires and actions were juxtaposed with forgiveness and nonforgiveness in their narrative accounts of peer conflict. Quantitative analyses examined how retaliatory desire and action were associated with variations in youths' lifetime exposure to violence (ETV) and recent victimization by peers at school. These measures of violence exposure were related to revenge only in the context of unforgiven harms. Qualitative analyses explored aspects of youths' narrative accounts that may underlie the observed associations. Overall, findings suggest that ETV may interfere with youths' capacity to reflect on revenge in ways that recognize their own fallibility and thus open the door to forgiveness.
Collapse
|
6
|
Dirks MA, Recchia HE, Estabrook R, Howe N, Petitclerc A, Burns JL, Briggs-Gowan ML, Wakschlag LS. Differentiating typical from atypical perpetration of sibling-directed aggression during the preschool years. J Child Psychol Psychiatry 2019; 60:267-276. [PMID: 29963711 PMCID: PMC7036266 DOI: 10.1111/jcpp.12939] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/14/2018] [Indexed: 11/30/2022]
Abstract
BACKGROUND Sibling aggression is common and often viewed as benign. Although sibling aggression can be harmful for the victims, it may also be a marker of clinical risk for the aggressor. We differentiated typical from atypical levels of perpetration of sibling-directed aggression among preschoolers, a developmental period in which aggression is a normative misbehavior, by (a) identifying how frequently aggressive behaviors targeted at a sibling must occur to be psychometrically atypical; (b) mapping the dimensional spectrum of sibling-directed aggression from typical, more commonly occurring behaviors to rarer, more atypical, actions; and (c) comparing the psychometric atypicality and typical-to-atypical spectrum of sibling-directed aggression and peer-directed aggression. METHODS Parents (N = 1,524) of 3- (39.2%), 4-(36.7%), and 5-(24.1%) year-olds (51.9% girls, 41.1% African-American, 31.9% Hispanic; 44.0% below the federal poverty line) completed the MAP-DB, which assesses how often children engage in aggressive behaviors. We used item-response theory (IRT) to address our objectives. RESULTS Most aggressive behaviors toward siblings were psychometrically atypical when they occurred 'most days' or more; in contrast, most behaviors targeted at peers were atypical when they occurred 'some days' or more. With siblings, relational aggression was more atypical than verbal aggression, whereas with peers, both relational and physical aggression were more atypical than verbal aggression. In both relationships, the most typical behavior was a verbally aggressive action. Results were broadly replicated in a second, independent sample. CONCLUSIONS These findings are a first step toward specifying features of sibling aggression that are markers of clinical risk and belie the notion that sibling aggression is inherently normative.
Collapse
Affiliation(s)
| | | | - Ryne Estabrook
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and Institute for Policy Research, Northwestern University, Chicago, IL
| | - Nina Howe
- Department of Education, Concordia University, Montréal, Canada
| | - Amelie Petitclerc
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and Institute for Policy Research, Northwestern University, Chicago, IL
| | - James L. Burns
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and Institute for Policy Research, Northwestern University, Chicago, IL
| | | | - Lauren S. Wakschlag
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences, and Institute for Policy Research, Northwestern University, Chicago, IL
| |
Collapse
|
7
|
Recchia HE, Wainryb C, Pasupathi M. “I wanted to hurt her”: Children’s and adolescents’ experiences of desiring and seeking revenge in their own peer conflicts. Soc Dev 2019. [DOI: 10.1111/sode.12370] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Holly E. Recchia
- Department of Education Concordia University Montreal Quebec Canada
| | - Cecilia Wainryb
- Department of Psychology University of Utah Salt Lake City UT
| | | |
Collapse
|
8
|
Scirocco A, Recchia HE, Wainryb C, Pasupathi M. Conversations about children's transgressions against siblings and friends: Maternal moral socialization strategies are sensitive to relationship context. Soc Dev 2018. [DOI: 10.1111/sode.12303] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
9
|
Recchia HE, Witwit MA. Family Perspectives on Siblings' Conflict Goals in Middle Childhood: Links to Hierarchical and Affective Features of Sibling Relationships. New Dir Child Adolesc Dev 2017; 2017:33-48. [PMID: 28581190 DOI: 10.1002/cad.20198] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
This study examined parents' and children's descriptions of older and younger siblings' conflict goals in the late preschool and middle childhood years, and how these attributions were related to sibling relationship quality. Parents and 4- to 10-year-old children from 62 families were interviewed separately about siblings' motivations in two disputes and completed assessments of sibling relationship quality. Goal attributions varied across respondents in ways reflecting their family roles and positioning within disputes. Findings also revealed variations in the goals ascribed to older and younger siblings in line with hierarchical features of sibling relationships, such as younger siblings' conciliation/connectedness motives and older siblings' desires for autonomy/respect. Goal attributions were related to differences between families in the affective tenor of sibling relationships. Results demonstrate how power dynamics in sibling relationships play out in their everyday disputes, and underscore the importance of considering different family members' unique perspectives on children's sibling conflict experiences.
Collapse
|
10
|
Dirks MA, Persram R, Recchia HE, Howe N. Sibling relationships as sources of risk and resilience in the development and maintenance of internalizing and externalizing problems during childhood and adolescence. Clin Psychol Rev 2015; 42:145-55. [PMID: 26254557 DOI: 10.1016/j.cpr.2015.07.003] [Citation(s) in RCA: 70] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2015] [Revised: 06/25/2015] [Accepted: 07/24/2015] [Indexed: 11/26/2022]
Abstract
Sibling relationships are a unique and powerful context for children's development, characterized by strong positive features, such as warmth and intimacy, as well as negative qualities like intense, potentially destructive conflict. For these reasons, sibling interactions may be both a risk and a protective factor for the development and maintenance of emotional and behavioral dysfunction. We review evidence indicating that sibling interactions are linked to internalizing and externalizing symptoms and identify possible mechanisms for these associations. Sibling conflict contributes uniquely to symptomatology and may be particularly problematic when accompanied by lack of warmth, which is generally associated with decreased internalizing and externalizing problems. On the other hand, greater warmth can be associated with heightened externalizing symptoms for later-born children who may model the behavior of older siblings. Although it will be important to monitor for increased sibling collusion, several intervention studies demonstrate that it is possible to reduce conflict and increase warmth between brothers and sisters, and that improving sibling interactions can teach children social-cognitive skills that are beneficial in other relationships (e.g., friendships). Developing brief assessment tools differentiating normative from pathogenic sibling conflict would assist clinical decision making. Future intervention work could provide a more stringent test of the hypothesis that strengthening sibling relationships improves children's socio-emotional adjustment.
Collapse
Affiliation(s)
- Melanie A Dirks
- Department of Psychology, McGill University, 1205 Dr. Penfield Avenue, Montreal, QC H3A 1B1, Canada.
| | - Ryan Persram
- Department of Education, Concordia University, Room LB-579, 1455 de Maisonneuve Blvd W, Montreal, QC H3G 1M8, Canada.
| | - Holly E Recchia
- Department of Education, Concordia University, Room LB-579, 1455 de Maisonneuve Blvd W, Montreal, QC H3G 1M8, Canada.
| | - Nina Howe
- Department of Education, Concordia University, Room LB-579, 1455 de Maisonneuve Blvd W, Montreal, QC H3G 1M8, Canada.
| |
Collapse
|
11
|
Recchia HE, Rajput A, Peccia S. Children's Interpretations of Ambiguous Provocation From Their Siblings: Comparisons With Peers and Links to Relationship Quality. Social Development 2015. [DOI: 10.1111/sode.12119] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
12
|
Recchia HE, Wainryb C, Bourne S, Pasupathi M. Children's and Adolescents' Accounts of Helping and Hurting Others: Lessons About the Development of Moral Agency. Child Dev 2015; 86:864-76. [DOI: 10.1111/cdev.12349] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
13
|
Recchia HE, Wainryb C, Bourne S, Pasupathi M. The construction of moral agency in mother–child conversations about helping and hurting across childhood and adolescence. Dev Psychol 2014; 50:34-44. [DOI: 10.1037/a0033492] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
14
|
Santo JB, da Cunha J, Saldarriaga LM, Recchia HE, Martin-Storey A, Stella-Lopez L, Carmago G, Bukowski WM. Measurement invariance of self-continuity strategies: Comparisons of early adolescents from Brazil, Canada and Colombia. European Journal of Developmental Psychology 2013. [DOI: 10.1080/17405629.2012.707313] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|
15
|
Recchia HE, Wainryb C, Howe N. Two Sides to Every Story?: Parents' Attributions of Culpability and Their Interventions Into Sibling Conflict. ACTA ACUST UNITED AC 2013. [DOI: 10.1353/mpq.2013.0002] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
|
16
|
|
17
|
Wainryb C, Recchia HE. Emotion and the moral lives of adolescents: vagaries and complexities in the emotional experience of doing harm. New Dir Youth Dev 2012; 2012:13-8. [PMID: 23359441 DOI: 10.1002/yd.20035] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Far from being unthinking energies or irrational impulses that control or push people around, emotions are intricately connected to the way people perceive, understand, and think about the world. As such, emotions are also an inextricable part of people's moral lives. As people go about making moral judgments and decisions, they do not merely apply abstract principles in a detached manner. Their emotions--their loves and sympathies, angers and fears, grief and sadness, guilt and shame--are inseparable from how they make sense of and evaluate their own and others' actions, the way things are, and the ways things ought to be. While this is not to say that emotions have a privileged role in morality, it does mean that emotions cannot be reasonably sidelined from the study of people's moral lives. Thus, an important part of formulating a theory of moral development is to articulate a framework for capturing children's relevant emotional experiences in the context of morally laden events. Such a framework should also help us understand how these sometimes turbulent or bewildering experiences inform, enrich, and change children's thinking about what is right and wrong and about themselves as moral agents. This article considers the research on the relation between emotion and moral thinking, offers a perspective that aims to broaden and elaborate our understanding of the connections between emotion and morality in adolescence, and sets a new agenda for research on this topic.
Collapse
|
18
|
|
19
|
Abstract
This study used a within-family observational design to examine conflict strategies (planning, opposition) and resolutions (standoff, win-loss, compromise) across family subsystems, with an emphasis on power differences between parents and children during relatively symmetrical within-generation (spousal, sibling) and relatively asymmetrical between-generation (parent-child) dyadic interactions. Up to six dyads in 67 families (children's ages ranging from 3 to 12 years) discussed an unresolved conflict. Results revealed that within-generation discussions ended more in standoff, whereas between-generation discussions ended with more win-loss resolutions. Multilevel analyses indicated that parents engaged in more planning and opposition than children; however, they opposed more and planned less with their spouses than their children. In general, more planning and less opposition were associated with achieving resolutions rather than failing to resolve differences. Some effects were qualified by within-family differences between mothers versus fathers and older versus younger siblings, as well as between-family differences in younger siblings' age. Implications for theories of power and family relationship dynamics are discussed.
Collapse
|
20
|
Recchia HE, Howe N, Ross HS, Alexander S. Children's understanding and production of verbal irony in family conversations. br j devel psychol 2010; 28:255-74. [DOI: 10.1348/026151008x401903] [Citation(s) in RCA: 47] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
|
21
|
Abstract
Sibling relationship quality and social understanding (second-order false belief, conflict interpretation, and narrative conflict perspective references) were examined as unique and interactive correlates of sibling conflict behavior in 62 dyads (older M age = 8.39 years and younger M age = 6.06 years). High-quality relationships were associated with positive conflict processes. Younger siblings' second-order false belief scores were negatively associated with constructive conflict strategies, and older siblings' narrative self-referential focus was negatively associated with compromise. Associations between younger children's social understanding (conflict interpretation and narrative perspective references) and siblings' dyadic conflict behavior were moderated by relationship quality. Results suggest that links between social understanding and conflict behavior should be considered in conjunction with the quality of children's relationships.
Collapse
|
22
|
Recchia HE, Howe N. When Do Siblings Compromise? Associations with Children's Descriptions of Conflict Issues, Culpability, and Emotions. Social Development 2009. [DOI: 10.1111/j.1467-9507.2009.00567.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
23
|
Recchia HE, Howe N. Sibling relationship quality moderates the associations between parental interventions and siblings' independent conflict strategies and outcomes. J Fam Psychol 2009; 23:551-561. [PMID: 19685990 DOI: 10.1037/a0014980] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
This study extends research on sibling conflict strategies and outcomes by examining unique and interactive associations with age, relative birth order, sibling relationship quality, and caregivers' interventions into conflict. Each of 62 sibling dyads (older sibling mean age = 8.39 years; younger sibling mean age = 6.06 years) discussed 1 recurring conflict alone (dyadic negotiation) and a 2nd conflict with their primary parental caregiver (triadic negotiation). Negotiations were coded for children's conflict strategies, outcomes, and caregiver interventions; each family member provided ratings of sibling relationship quality. Results revealed that age was associated with siblings' constructive strategies, particularly in the dyadic negotiation. With age controlled, younger siblings referred more frequently to their own perspective. Caregivers' future orientation in the triadic negotiation was associated with children's future orientation in the dyadic negotiation; however, this association was most evident when sibling relationship quality was high. Similarly, caregivers' past orientation was positively associated with dyadic compromise, especially when relationship quality was high. Results reveal the value of simultaneously considering associations among parental, affective, and developmental correlates of sibling conflict strategies.
Collapse
Affiliation(s)
- Holly E Recchia
- Department of Psychology, Concordia University, 1455 de Maisonneuve West, Montreal, Quebec, Canada
| | | |
Collapse
|
24
|
|
25
|
Ross HS, Recchia HE, Carpendale JIM. Making Sense of Divergent Interpretations of Conflict and Developing an Interpretive Understanding of Mind. Journal of Cognition and Development 2005. [DOI: 10.1207/s15327647jcd0604_7] [Citation(s) in RCA: 71] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
|