The effects of conflict role and intensity on preschoolers’ expectations about peer conflict
View/ Open
Date
2004-11-01Author
Kevin M. David
Bridget C. Murphy
Janett M. Naylor
Kim M. Stonecipher
Metadata
Show full item recordSee DOI for License
Abstract
Using a puppet procedure depicting hypothetical conflict involving the participant and a peer, 96 preschoolers’ (48 boys and 48 girls; M 1/4 5.14 years, SD 1/4 0.78 years) expectations about peer conflict were assessed as a function of their role in the conflict (i.e., initiator of or responder to initial provocation) and the intensity level of the conflict. Initiators of conflict expected less conflict escalation and subsequent problems with the same peer from the conflict than did responders, particularly following low-intensity conflict. Findings also indicated that, for low-intensity but not high-intensity conflict, girls expected the same peer to provoke them during a subsequent interaction more often than did boys. Results provide further support for assessing preschoolers’ understanding of conflict and are consistent with previous work demonstrating a self-serving bias in young children’s perceptions and reports of their conflicts with other children. Moreover, findings are discussed in terms of their implications for the development of peer relations.
Citation
David, K. M., Murphy, B. C., Naylor, J. M., & Stonecipher, K. M. (2004). The effects of conflict role and intensity on preschoolers’ expectations about peer conflict. International Journal of Behavioral Development, 28(6), 508-517. doi: 10.1080/01650250444000216