Swipe om te navigeren naar een ander artikel
This study examined relations among sibling conflict, sibling dominance, and peer victimization. Participants were 65 elementary school students and their parents, with additional data provided by teachers and classmates. Structured interviews were used to gather information about children’s relationship with their nearest-age sibling. Findings differed substantially based on parent versus child sibling conflict ratings. Sibling dominance negatively predicted parent-rated sibling conflict. Sibling dominance moderated the relation between child-rated sibling conflict and self-rated peer victimization such that sibling conflict positively predicted peer victimization for dominant siblings, but negatively predicted victimization for children who were submissive to their sibling. The linear and curvilinear sibling dominance terms moderated relations between sibling conflict and peer victimization as rated by teachers and peers, but the nature of interactions varied by parent versus child report of sibling conflict. Children regarded by parents as engaging in frequent sibling conflict were at greater risk of teacher- and peer-reported victimization, but not if the child was dominant over their sibling. The curvilinear dominance term also moderated the relation between child-rated sibling conflict and peer-reported victimization. Child-rated conflict negatively predicted victimization for children in balanced sibling relationships but positively predicted victimization for children in sibling dyads characterized by dominance disparity. Findings are complex, but suggest healthy sibling relationships characterized by balanced levels of social dominance can protect against peer victimization.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Bragg, C. F. (1986). Social dominance within preschool peer and sibling relations. Doctoral dissertation. Retrieved from PsychInfo (Accession No. 1987-52192-001).
Dunn, J. (2007). Siblings and socialization. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of social relationships: Theory and research (pp. 309–327). New York: Guildford Press.
Emmerich, W. (1961). Family role concepts of children ages six to ten. Child Development, 3, 609–624.
Kibblewhite, S. J. (2008). Family relationships and emotional reciprocity in adolescent/young adult sisters. Doctoral dissertation. Retrieved from PsychInfo (Accession No. 2008-99140-041).
Ladd, B., & Kochenderfer-Ladd, G. W. (2002). Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14, 74–96. doi: 10.1037/1040-35188.8.131.52. CrossRefPubMed
Lockwood, R. L., Kitzmann, K. M., & Cohen, R. (2001). The impact of sibling warmth and conflict on children’s social competence with peers. Child Study Journal, 31, 47–70.
McHale, S. M., & Crouter, A. C. (1996). The family contexts of sibling relationships. In G. Brody (Ed.), Sibling relationships: Their causes and consequences (pp. 173–196). Norwood, NJ: Ablex.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Bergen: Blackwell Publishing.
Olweus, D. (1999). Sweden. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The nature of school bullying: A cross-national perspective (pp. 7–27). Florence, KY: Routledge.
Parke, R. D., & Buriel, R. (1998). Socialization in the family: Ethnic and ecological perspectives. In W. Damon (Ed.), Handbook of child psychology (Vol. 3, pp. 463–552)., Social, emotional and personality development New York: Wiley.
Patterson, G. R. (1986). The contribution of siblings to training for fighting: A microsocial analysis. In D. Olweus, J. Block, & M. Radke-Yarrow (Eds.), Development of antisocial and prosocial behavior (pp. 235–261). New York: Academic Press.
Pedhazur, E. J. (1982). Multiple regression in behavioral research (2nd ed.). New York: Holt, Rinehart, and Winston.
Smith, P. K., Shu, S., & Madsen, K. (2001). Characteristics of victims of school bullying: Developmental changes in coping strategies and skills. In J. Juvonen & S. Graham (Eds.), Peer harassment at school: The plight of the vulnerable and victimized (pp. 332–352). New York, NY: Guilford Press.
Terry, R. (1999). Measurement and scaling issues in sociometry: A latent trait approach. Paper presented at the biannual meeting of the Society for Research in Child Development, Albuquerque, NM.
Troop-Gordon, W., & Ladd, G. W. (2013). Teachers' victimization-related beliefs and strategies: Associations with students' aggressive behavior and peer victimization. Journal of Abnormal Child Psychology, 43(1), 1–16. doi: 10.1007/s10802-013-9840-y.
Whiteman, S. D., Bernard, J. M. B., & Jensen, A. C. (2011). Sibling influence in human development. In J. Caspi (Ed.), Sibling development: Implications for mental health practitioners (pp. 1–16). New York: Springer Publishing Company LLC.
Yelland, I. I., & Daley, D. D. (2009). Expressed emotion in children: Associations with sibling relationships. Child: Care, Health and Development, 35, 568–577. doi: 10.1111/j.1365-2214.2009.00958.x.
- Conflict and Dominance Between Siblings as Predictors of Children’s Peer Victimization
Melissa A. Faith
L. Christian Elledge
Rebecca A. Newgent
Timothy A. Cavell
- Springer US