Affect-Congruent Social-Cognitive Evaluations and Behaviors

• Autores: Kätlin Peets, Ernest V. E. Hodges, Christina Salmivalli
• Localización: Child development, ISSN 0009-3920, Vol. 79, Nº. 1, 2008, págs. 170-185
• Idioma: inglés
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• Resumen

  • This study examined whether the affect children feel toward peers would influence children’s social-cognitive evaluations and behaviors. The sample consisted of 209 fifth-grade children (11- to 12-year-olds; 119 boys and 90 girls). For each child, 3 target peers (liked, disliked, and neutral) were identified via a sociometric nomination procedure. The names of the targets were then inserted into hypothetical vignettes in which the target peer’s behavior had a negative consequence for the child. After each vignette, questions about intent, outcome expectations, and self-efficacy beliefs were asked. In addition, self-reports regarding relationship-specific proactive and reactive aggression and regarding victimization were collected. The results demonstrate that children social-cognitively differentiate between the relationship types and that relationship-specific evaluations are associated with relationship-specific behaviors.