Developmental perspectives on prosocial and aggressive motives in preschoolers' peer interactions

International Journal of Behavioral Development

Volumn 29, Issue 1, 2005, Pages 80-91

  Persson, Gun E B ^a  

^a LUND UNIVERSITY   (Sweden)

Author keywords

[No Author keywords available]

Indexed keywords

AGE; AGGRESSION; ARTICLE; CHILD BEHAVIOR; CHILD DEVELOPMENT; CONTROLLED STUDY; CORRELATION ANALYSIS; FEMALE; FREQUENCY ANALYSIS; HOSTILITY; HUMAN; HUMAN EXPERIMENT; LONGITUDINAL STUDY; MALE; MOTIVATION; OBSERVATION; PERCEPTION; PRESCHOOL CHILD; PSYCHOLOGICAL THEORY; SEX DIFFERENCE; SOCIAL BEHAVIOR; SOCIAL INTERACTION;

EID: 12744255203     PISSN: 01650254     EISSN: None     Source Type: Journal    
DOI: 10.1080/01650250444000423     Document Type: Article

References (82)

1. Barnett, M. A., & Thompson, S. (1985). The role of perspective taking and empathy in children's Machiavellianism, prosocial behavior, and motive for helping. Journal of Genetic Psychology, 146 295-305.
2. Barrett, D. E. (1979). Relations between aggressive and prosocial behaviors in children. Journal of Genetic Psychology, 134 317-318.
3. Batson, C. D. (1997). Self-other merging and the empathy-altruism hypothesis: Reply to Neuberg et al. (1997). Journal of Personality and Social Psychology, 73, 517-522.
4. Batson, C. D., Fultz, J., & Schoenrade, P. A. (1987). Distress and empathy: Two qualitatively distinct vicarious emotions with different motivational consequences. Journal of Personality, 51, 19-39.
5. Batson, C. D., Lishner, D. A., Carpenter, A., Dulin, L., Harjusola-Webb, S., Stocks, E. L., Gale, Sh., Hassan, O., & Sampat, B. (2003). "...As you would have them do unto you": Does imagining yourself in the other's place stimulate moral action? Personality and Social Psychology Bulletin, 29, 1190-1201.
6. Batson, C. D., Sager, K., Garst, E., Kang, M., Rubchinsky, K., & Dawson, K. (1997). Is empathy-induced helping due to self-other merging? Jurnal of Personality and Social Psychology, 73, 495-509.
7. Batson, C. D., Thompson, E. R., Seuferfing, G., Whitney, H., & Strongman, J. A. (1999). Moral hypocrisy: Appearing moral to oneself without being so. Journal of Personality and Social Psychology, 77, 525-537.
8. Bukowski, W. M. (2003). What does it mean to say that aggressive children are competent or incompetent? Merrill-Palmer Quarterly, 49, 390-400.
9. Bushman, B. J., & Anderson, C. A. (2001). Is it time to pull the plug on the hostile versus instrumental aggression dichotomy? Psychological Review, 108, 273-279.
10. Camodeca, M., Goossens, F. A., Terwogt, M. M., & Schuengel, C. (2002). Bullying and victimization among school-age children: Stability and links to proactive and reactive aggression. Social Development, 11, 332-345.
11. Cassidy, K. W., Werner, R. S., Rourke, M., Zubernis, L. S., & Balaraman, G. (2003). The relationship between psychological understanding and positive social behaviors. Social Development, 12 198-221.
12. Charlesworth, W. R. (1991). The development of the sense of justice: Moral development, resources, and emotions. American Behavioral Scientist, 34, 350-370.
13. Cialdini, R. B., Brown, S. L., Lewis, B. P., Luce, C., & Neuberg, S. L. (1997). Reinterpreting the empathy-altruism relationship: When one into one equals oneness. Journal of Personality and Social Psychology, 73, 481-494.
14. Coie, J. D., Cillessen, A. H. N., Dodge, K. A., Hubbard, J. A., Schwartz, D., Lemerise, E. A., & Bateman, H. (1999). It takes two to fight: A test of relational factors and a method for assessing aggressive dyads. Developmental Psychology, 35, 1179-1188.
15. Coie, J. D., & Dodge, K. A. (1998). Aggression and antisocial behavior. In W. Damon (Series Ed.) & N. Eisenberg (Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 779-862). New York: John Wiley.
16. Coie, J. D., Dodge, K. A., Terry, R., & Wright, V. (1991). The role of aggression in peer relations: An analysis of aggression episodes in boys' play groups. Child Development, 62, 812-826.
17. Crick, N. R., Casas, J. F., & Ku, H.-C. (1999). Relational and physical forms of peer victimization in preschool. Developmental Psychology, 35, 376-385.
18. Crick, N. R., Casas, J. F., & Mosher, M. (1997). Relational and overt aggression in preschool. Developmental Psychology, 33, 579-588.
19. Cummings, E. M., Hollenbeck, B., Iannotti, R., Radke-Yarrow, M., & Zahn-Waxler, C. (1986). Early organization of altruism and aggression: Developmental patterns and individual differences. In C. Zahn-Waxler, E. M. Cummings, & R. Iannotti (Eds.), Altruism and aggression: Biological and social origins (pp. 165-188). New York: Cambridge University Press.
20. Cummings, E. M., Iannotti, R. J., & Zahn-Waxler, C. (1989). Aggression between peers in early childhood: Individual continuity and developmental change. Child Development, 60, 887-895.
21. Denham, S. A., McKinley, M., Couchoud, E. A., & Holt, R. (1990). Emotional and behavioral predictors of preschool peer ratings. Child Development, 61, 1145-1152.
22. Dodge, K. A., & Coie, J. D. (1987). Social information-processing factors in reactive and proactive aggression in children's peer groups. Journal of Personality and Social Psychology, 53, 1146-1158.
23. Dodge, K. A., & Somberg, D. R. (1987). Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to the self. Child Development, 58, 213-224.
24. Eisenberg, N., Cameron, E., Tryon, K., & Dodez, R. (1981). Socialization of prosocial behavior in the preschool classroom. Developmental Psychology, 17, 773-782.
25. Eisenberg, N., & Fabes, R. A. (1990). Empathy: Conceptualization, measurement, and relation to prosocial behavior. Motivation and Emotion, 14, 131-150.
26. Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. Damon (Series Ed.) & N. Eisenberg (Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 701-778). New York: John Wiley.
27. Eisenberg, N., Fabes, R. A., Miller, P. A., Fultz, J., Shell, R., Mathy, R. M., & Reno, R. R. (1989). Relation of sympathy and personal distress to prosocial behavior: A multimethod study. Journal of Personality and Social Psychology, 57, 55-66.
28. Eisenberg, N., Fabes, R. A., Shepard, S. A., Murphy, B. C., Jones, S., & Guthrie, I. K. (1998). Contemporaneous and longitudinal prediction of children's sympathy from dispositional regulation and emotionality. Developmental Psychology, 34, 910-924.
29. Eisenberg, N., Guthrie, I. K., Murphy, B. C., Shepard, S. A., Cumberland, A., & Carlo, G. (1999). Consistency and development of prosocial dispositions: A longitudinal study. Child Development, 70 1360-1372.
30. Eisenberg, N., Pasternack, J. F., Cameron, E., & Tryon, K. (1984). The relation of quantity and mode of prosocial behavior to moral cognitions and social style. Child Development, 55, 1479-1485.
31. Eisenberg, N., Shell, R., Pasternack, J., Lennon, R., Beller, R., & Mathy, R. M. (1987). Prosocial development in middle childhood: A longitudinal study. Developmental Psychology, 23, 712-718.
32. Eisenberg-Berg, N., & Lennon, R. (1980). Altruism and the assessment of empathy in the preschool years. Child Development, 51 552-557.
33. Erdley, C., & Asher, S. R. (1999). A social goals perspective on children's social competence. Journal of Emotional and Behavioral Disorders, 7, 156-167.
34. Fagot, B. I., & Hagan, R. (1985). Aggression in toddlers: Responses to the assertive acts of boys and girls. Sex Roles, 12, 341-351.
35. Farver, J.-A. M., & Branstetter, W. H. (1994). Preschoolers' prosocial responses to their peers' distress. Developmental Psychology, 30, 334-341.
36. Feshbach, S., & Feshbach, N. D. (1986). Aggression and altruism: A personality perspective. In C. Zahn-Waxler, E. M. Cummings, & R. Iannotti (Eds.), Altruism and aggression: Biological and social origins (pp. 189-217). New York: Cambridge University Press.
37. Grusec, J. E. (1991). Socializing concern for others in the home. Developmental Psychology, 27, 338-342.
38. Hartup, W. W. (1974). Aggression in childhood: Developmental perspectives. American Psychologist, 29, 336-341.
39. Hawley, P. H. (2003a). Prosocial and coercive configurations of resource control in early adolescence: A case for the well-adapted Machiavellian. Merrill-Palmer Quarterly, 49, 279-309.
40. Hawley, P. H. (2003b). Strategies of control, aggression, and morality in preschoolers: An evolutionary perspective. Journal of Experimental Child Psychology, 85, 213-235.
41. Hawley, P. H., & Vaughn, B. E. (2003). Aggression and adaptive functioning: The bright side to bad behavior. Merrill-Palmer Quarterly, 49, 239-242.
42. Hay, D. F., Castle, J., & Davies, L. (2000). Toddlers' use of force against familiar peers: A precursor of serious aggression? Child Development, 71, 457-467.
43. Hay, D. F., & Ross, H. S. (1982). The social nature of early conflict. Child Development, 53, 105-113.
44. Hoffman, M. L. (1987). The contribution of empathy to justice and moral judgment. In N. Eisenberg & J. Strayer (Eds.), Empathy and its development (pp. 47-80). Cambridge: Cambridge University Press.
45. Hubbard, J. A., Dodge, K. A., Cillessen, A. H. N., Coie, J. D., & Schwartz, D. (2001). The dyadic nature of social information processing in boys' reactive and proactive aggression. Journal of Personality and Social Psychology, 80, 268-280.
46. Iannotti, R. J. (1985). Naturalistic and structured assessments of prosocial behavior in preschool children: The influence of empathy and perspective taking. Developmental Psychology, 21, 46-55.
47. LaFreniere, P. J., & Sroufe, L. A. (1985). Profiles of peer competence in the preschool: Interrelations between measures, influences of social ecology, and relation to attachment history. Developmental Psychology, 21, 56-69.
48. Lalonde, C. E., & Chandler, M. J. (1995). False belief understanding goes to school: On the social-emotional consequences of coming early or late to a first theory of mind. Cognition and Emotion, 9, 167-185.
49. Larrieu, J., & Mussen, P. (1986). Some personality and motivational correlates of children's prosocial behavior. Journal of Genetic Psychology, 147, 529-542.
50. Little, T. D., Brauner, J., Jones, S. M., Nock, M. K., & Hawley, P. H. (2003a). Rethinking aggression: A typological examination of the functions of aggression. Merrill-Palmer Quarterly, 49, 343-369.
51. Little, T. D., Jones, S. M., Henrich, C. C., & Hawley, P. H. (2003a). Disentangling the "whys" from the "whats" of aggressive behaviour. International Journal of Behavioral Development, 27, 122-133.
52. Miller, P. A., & Eisenberg, N. (1988). The relation of empathy to aggressive and externalizing/antisocial behavior. Psychological Bulletin, 103, 324-344.
53. Murphy, B. C., & Eisenberg, N. (2002). An integrated examination of peer conflict: Children's reported goals, emotions, and behaviors. Social Development, 11, 534-557.
54. Neuberg, S. L., Cialdini, R. B., Brown, S. L., Luce, C., & Sagarin, B. J. (1997). Does empathy lead to anything more than superficial helping? Comment on Batson et al. (1997). Journal of Personality and Social Psychology, 73, 510-516.
55. Olweus, D. (1979). Stability of aggressive reaction patterns in males: A review. Psychological Bulletin, 86, 852-875.
56. Orobio de Castro, B., Veerman, J. W., Keeps, W., Bosch, J. D., & Monshouwer, H. J. (2002). Hostile attribution of intent and aggressive behavior: A meta-analysis. Child Development, 73, 916-934.
57. Perry, D. G., Kusel, S. J., & Perry, L. C. (1988). Victims of peer aggression. Developmental Psychology, 24, 807-814.
58. Persson, G. E. B. (2002). Manual for observation and categorization of prosocial and aggressive behaviors displayed in naturalistic peer contexts by children aged two to five. Unpublished manuscript.
59. Persson, G. E. B. (2004). Young children's prosocial and aggressive peer interactions: Links to aspects of their social cognition Manuscript in preparation.
60. Persson, G. E. B. (in press). Young children's prosocial and aggressive behaviors and their experiences of being targeted for similar behaviors by peers. Social Development.
61. Prinstein, M. J., & Cillessen, A. H. N. (2003). Forms and functions of adolescent peer aggression associated with high levels of peer status. Merrill-Palmer Quarterly, 49, 310-342.
62. Radke-Yarrow, M., & Zahn-Waxler, C., with the collaboration of Barrett, D., Darby, J., King, R., Pickett, M., & Smith, J. (1976). Dimensions and correlates of prosocial behavior in young children. Child Development, 47, 118-125.
63. Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36, 14-24.
64. Rubin, K. H., Lynch, D., Coplan, R., Rose-Krasnor, L., & Booth, C. L. (1994). "Birds of a feather...": Behavioral concordances and preferential personal attraction in children. Child Development, 65, 1778-1785.
65. Schwartz, D., Dodge, K. A., & Coie, J. D. (1993). The emergence of chronic peer victimization in boys' play groups. Child Development, 64, 1755-1772.
66. Schwartz, D., Dodge, K. A., Coie, J. D., Hubbard, J. A., Cillessen, A. H. N., Lemerise, E. A., & Bateman, H. (1998). Social-cognitive and behavioral correlates of aggression and victimization in boys' play groups. Journal of Abnormal Child Psychology, 26, 431-440.
67. Shoda, Y., Mischel, W., & Wright, J. C. (1993). The role of situational demands and cognitive competencies in behavior organization and personality coherence. Journal of Personality and Social Psychology, 65, 1023-1035.
68. Smith, P. K., Bowers, L., Binney, V., & Cowie, H. (1993). Relationships of children involved in bully/victim problems at school. In S. Duck (Ed.), Learning about relationships: Understanding relationship processes series, Vol. 2 (pp. 184-212). London: Sage.
69. Staub, E. (1986). A conception of the determinants and development of altruism and aggression: Motives, the self, and the environment. In C. Zahn-Waxler, E. M. Cummings, & R. Iannotti (Eds.), Altruism and aggression: Biological and social origins (pp. 135-164). New York: Cambridge University Press.
70. Strayer, F. F., & Strayer, J. (1976). An ethological analysis of social agonism and dominance relations among preschool children. Child Development, 47, 980-989.
71. Sutton, J., Smith, P. K., & Swettenham, J. (1999a). Bullying and "theory of mind": A critique of the "social skills deficit" view of anti-social behaviour. Social Development, 8, 117-127.
72. Sutton, J., Smith, P. K., & Swettenham, J. (1999b). Socially undesirable need not be incompetent: A response to Crick and Dodge. Social Development, 8, 132-134.
73. Sutton, J., Smith, P. K., & Swettenham, J. (2001). "It's easy, it works, and it makes me feel good" - A response to Arsenio and Lemerise. Social Development, 10, 74-78.
74. Underwood, B., & Moore, B. (1982). Perspective-taking and altruism. Psychological Bulletin, 91, 143-173.
75. Vaughn, B. E., Vollenweider, M., Bost, K. K., Azria-Evans, M. R., & Snider, J. B. (2003). Negative interactions and social competence for preschool children in two samples: Reconsidering the interpretation of aggressive behavior for young children. Merrill-Palmer Quarterly, 49, 245-278.
76. Vaughn, B. E., & Waters, E. (1981). Attention structure, sociometric status, and dominance: Interrelations, behavioral correlates, and relationships to social competence. Developmental Psychology, 17 275-288.
77. Vitaro, F., Brendgen, M., & Tremblay, R. E. (2002). Reactively and proactively aggressive children: Antecedent and subsequent characteristics. Journal of Child Psychology and Psychiatry, 43, 495-505.
78. Waldman, I. D. (1996). Aggressive boys' hostile perceptual and response biases: The role of attention and impulsivity. Child Development, 67, 1015-1033.
79. Zahn-Waxler, C., & Radke-Yarrow, M. (1990). The origins of empathic concern. Motivation and Emotion, 14, 107-129.
80. Zahn-Waxler, C., Radke-Yarrow, M., Wagner, E., & Chapman, M. (1992a). Development of concern for others. Developmental Psychology, 28, 126-136.
81. Zahn-Wasder, C., Robinson, J.-A. L., & Emde, R. N. (I 992b). The development of empathy in twins. Developmental Psychology, 28, 1038-1047.
82. Zhou, Q., Eisenberg, N., Losoya, S. H., Fabes, R. A., Reiser, M., Guthrie, I. K., Murphy, B. C., Cumberland, A. J., & Shepard, S. A. (2002). The relations of parental warmth and positive expressiveness to children's empathy-related responding and social functioning: A longitudinal study. Child Development, 73, 893-915.