Relating Preschoolers Coping Tactics during Resource-Based Conflicts to Social Competence
Metadata Field | Value | Language |
---|---|---|
dc.contributor.advisor | Vaughn, Brian | |
dc.contributor.author | Hartwick, Olivia | |
dc.date.accessioned | 2016-12-08T03:34:40Z | |
dc.date.available | 2016-12-08T03:34:40Z | |
dc.date.issued | 2016-12-07 | |
dc.identifier.uri | http://hdl.handle.net/10415/5445 | |
dc.description.abstract | As early exposure to center-based care continues to rise, infants and young children are introduced to a broad array of social dynamics and are immersed in peer networks in ways that were not common a generation ago. The current study examined relations between preschoolers’ coping tactics during structured episodes of resource-based conflict and three social competence families (i.e. peer acceptance, personality/behavior profiles of socially competent preschoolers, social motivation/engagement). One hundred sixty-six preschoolers were observed, with 117 in both same- and mixed-sex dyads. Bivariate correlations suggest children's use of cooperative tactics to manage the resource dilemma reflects social competence, particularly for males, while failure to cope reflects a lack of social competence. Additionally, while children showed significant variability in their use of tactics across partners, within-child variability was not explained by sex of partner. Overall, this study helps to illustrate the implications of social competence in a peer setting. | en_US |
dc.rights | EMBARGO_NOT_AUBURN | en_US |
dc.subject | Human Development and Family Studies | en_US |
dc.title | Relating Preschoolers Coping Tactics during Resource-Based Conflicts to Social Competence | en_US |
dc.type | Master's Thesis | en_US |
dc.embargo.length | MONTHS_WITHHELD:12 | en_US |
dc.embargo.status | EMBARGOED | en_US |
dc.embargo.enddate | 2017-11-14 | en_US |
dc.contributor.committee | Erath, Stephen | |
dc.contributor.committee | Hinnant, Ben |