Agonistic behaviour and social adjustment in preschool children;Implicación en los comportamientos de agonismo y ajuste social al grupo de iguales en niños de cuatro y cinco años

Psicothema

Volumn 13, Issue 2, 2001, Pages 258-262

  De Alba, Ma Del Rosario Carreras ^a   Lloret, Paloma Braza ^b   Lloret, Francisco Braza ^b  

^a UNIVERSITY OF CÁDIZ   (Spain)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346490550     PISSN: 02149915     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (39)

1. Artamendi Arrizabalaga, J.A. (2000). Aproximación a una taxonomía de los diseños observacionales. Psicothema, 12 (2), 56-59.
2. Asher, S.R. y Coie, J.D. (1990). Peer rejection in childhood. Nueva York: Cambridge University Press.
3. Atlili, G. (1985). Concomitants and factors influencing children's aggression. Aggressive Behavior, 11, 291-301.
4. Braza, F. y Braza, P. (1989). Sexual differences in preschool children behaviour. Review of ecology and human ethology, 8 (1/2), 18-26.
5. Braza, F., Braza, P., Carreras, R. y Muñoz, J.M. (1994). Factors affecting the social ability in preschool children: an exploratory study. Behavioural Processes, 32, 209-226.
6. Braza, F., Braza, P., Muñoz, J.M. y Carreras, M.R. (1997). The Index of Amplitude of Behavior as a Measuring Instrument of Social Ability in Preschool Children. Psicothema, 9 (2), 305-310.
7. Braza, P. (1993). El aprendizaje de la socialización en el niño: Aspectos Evolutivos. En J. I. Navarro (Coord.), Aprendizaje y Memoria Humana. Aspectos básicosy evolutivos (cap. 21:617-651). Madrid: McGraw-Hill.
8. Braza, P., Braza, F. Carreras, M.R. y Mufioz, J.M. (1993). Measuring the social ability of preschool children. Social Behavior and Personality, 21 (2), 145-158.
9. Cairns, R.B., Cairns, B.D., Neckerman, H. J., Gest, S.D. y Gariepy, J. (1988). Social networks and aggressive behavior: Peer support or peer rejection? Developmental Psychology, 24, 815-823.
10. Carreras, M.R. (1999). Adaptabilidad Social en niños de cuatro y cinco años: Un estudio Pilota. Tesis Doctoral Inédita
11. Cillesen, A.H.N., Vanijzandoorn, H.W., Van Lieshout, C.F.M. y Hartup, W.W. (1992). Heterogeneity among peer-rejected boys: Subtypes y stabilities. Child Development, 63, 893-905.
12. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37-46.
13. Coie, J.D. y Dodge, K.A. (1983). Continuities and Changes in Children's Social Status: A Five-Year Longitudinal Study. Merril-Palmer Quartely, 29 (3), 261-282.
14. Coie, J.D. y Dodge, K.A. (1998). Aggression and Antisocial Behavior. En W. Damon (Ed. Serie) y N. Eisenberg (Ed. Vol.), Handbook of Child Psychology. Vol 3: Social, Emotional and Personality Development (cap. 12: 779-862). Nueva York: Wiley.
15. Coie, J.D., Dodge, K.A. y Kupersmidt, J.B. (1990). Peer group behavior and social status. En S.R. Asher y J.D. Coie (Eds.), Peer rejection in childhood. Nueva York: Cambridge University Press.
16. Crick, N.R. (1996). The Role of Overt Aggression, Relational Aggression and Prosocial Behavior in the Prediction of Children's Future Social Adjustment. Child Development, 67, 2317-2327.
17. Crick, N.R., Casas, J.F. y Mosher, M. (1997). Relational and Overt Aggression in Preschool. Developmental Psychology, 33 (4), 579-588.
18. Darder-Franch, C. (1991). El grup clase. Un potencial educatiu fonamental. Barcelona: Eumo. Vic.
19. Dodge, K.A. (1983). Behavioral Antecedents of Peer Social Status. Child Development, 54, 1386-1399.
20. Dodge, K.A., Coie, J.D., Pettit, G.S. y Price, J.M. (1990). Peer status and aggression in boys' groups: Developmental and contextual analyses. Child Development, 61, 1289-1309.
21. Hinde, R.A. (1992). Developmental Psychology in the Context of Other Behavioral Sciences. Developmental Psychology, 28 (6), 1018-1029.
22. Howes, C. (1990). A comparison of preschool behaviors with peers when children enroll in child care as infants or older children. Comunicación presentada a la V Conferencia Europea sobre Psicología del Desarrollo. Escocia, Julio 1990.
23. Jiménez, M. (1995). Competencia social en la infancia: Delimitación conceptual y componentes. Apuntes de Psicología, 45, 41-68.
24. Ladd, G.W., Hart, C.H., Wadsworth, E.M. y Golter, B.S. (1988). Preschoolers' Peer Networks in Nonschool Setting: Relationship to Family Characteristic and School Adjustment. En S. Salzinger, J. Antrobus y M. Hammer (Eds.), Social Networks of Children, Adolescents, and College Students (cap. 4: 61-92). Hillsdale, Nueva Jersey: Lawrence Erlbaum Associates.
25. Levy-Shift, R. y Hoffman, M.A. (1989). Social behavior as a predictor of adjustment among three-year-olds. Journal of Clinical Child Psychology, 18, 65-71.
26. Maccoby, E.E. (1986). Social groupings in childhood. Their relationship to prosocial and antisocial behavior in boys and girls. En O. Olweus, J. Block y M. Radke-Yarrow (Eds.), Development of Antisocial and Prosocial Behavior: Research, Theory and Issues (pp. 263-280). Nueva York: Academic Press.
27. Martin, P. y Bateson, P. (1986). Measuring behaviour: an introductory guide. Cambridge: Cambridge University Press. (Trad. Cast.: La medición del comportamiento. Madrid: Alianza Universidad, 1991).
28. Martin, P. y Bateson, P. (1986). Measuring behaviour: an introductory guide. Cambridge: Cambridge University Press. (Trad. Cast.: La medición del comportamiento. Madrid: Alianza Universidad, 1991).
29. Martínez Criado, G. (1998). El juego y el desarrollo infantil. Barcelona: Octaedro.
30. McGrew, W.C. (1972). Aspects of Social Development in Nursery School Children with Emphasis on Introduction to the Group. En N.G. Blurton Jones (Ed.), Ethological Studies of Child Behaviour (cap. 5: 129-155). Londres: Cambridge University Press.
31. McGuire, J.M. (1973). Aggression and Sociometric Status with Preschool Children. Sociometry, 36, 542-549.
32. Pearson, D.A. y Lachar, D. (1994). Using Behavioral Questionnaires to Identify Adaptative Deficits in Elementary School Children. Journal of School Psychology, 32 (1), 33-52.
33. Rubin, K.H., Bukowski, W. y Parker, J.G. (1998). Peer Interactions, Relationships, and Groups. . En W. Damon (Ed. Serie) y N. Eisenberg (Ed. Vol.), Handbook of Child Psychology. Vol 3: Social, Emotional and Personality Development (cap. 10: 619-700). Nueva York: Wiley.
34. Smith, P.K. y Lewis, K. (1985). Rough and tumble play, fighting, and chasing in nursery school children. Ethology and Sociobiology, 6, 175-181.
35. Statistica for Windows (Version 4.5) Statsoft, Inc. 1993.
36. Tremblay, R.E., Japel, C., Perusse, D., McDuff, P., Boivin, M., Zoccolillo, M. Y Montplaisir, J. (1999). The search for the age of «onset» of physical aggression: Rousseau and Bandura revisited. Criminal Behaviour & Mental Health, 9 (1): 8-23-Trianes, M.V., Muñoz, A.M. y Jiménez, M. (1996). Importancia de la situación en las soluciones a problemas interpersonales hipotéticos según la edad. Infancia y Aprendizaje, 75, 107-123.
37. Tremblay, R.E., Japel, C., Perusse, D., McDuff, P., Boivin, M., Zoccolillo, M. Y Montplaisir, J. (1999). The search for the age of «onset» of physical aggression: Rousseau and Bandura revisited. Criminal Behaviour & Mental Health, 9 (1): 8-23-Trianes, M.V., Muñoz, A.M. y Jiménez, M. (1996). Importancia de la situación en las soluciones a problemas interpersonales hipotéticos según la edad. Infancia y Aprendizaje, 75, 107-123.
38. Vaughn, B.E. y Martino, D.G. (1988). Q-Sort correlates of visual regard in groups of young preschool children. Developmental Psychology, 24 (4), 589-594.
39. Walters, J., Pearce, D. y Dahms, I. (1957). Affectional and aggressive behavior of preschool children. Child Development, 28, 15-26.