Negative Interactions and Social Competence for Preschool Children in Two Samples: Reconsidering the Interpretation of Aggressive Behavior for Young Children

By B. Vaughn, Margaret Vollenweider, Kelly K Bost, M. Azria-Evans, J. Blake Snider. 2003

104 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8ac4e64c372b9b18017ccea098655f70fb55c04f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. C. Domitrovich
2. Kenneth H. Rubin
3. W. Bukowski
4. J. Parker
5. Mark T. Greenberg
6. Stephen A. Erath
7. Clancy Blair
8. Jeremy Cohen

In Education

1. Mark T. Greenberg
2. C. Domitrovich
3. Clancy Blair
4. K. Bierman
5. Robert L. Nix
6. Kenneth H. Rubin
7. W. Bukowski
8. Jeremy Cohen

In Social Psychology

1. Ann Shields
2. W. Bukowski
3. Kenneth H. Rubin
4. J. Parker
5. Mark T. Greenberg
6. Ruth Rechis
7. Clancy Blair
8. V. Green

Citations in the corpus

• Peer Interactions, Relationships, and Groups (2007, background): “According to Vygotsky (1978), cognitive growth and development are a function, in large part, of interpersonal exchange.”
• The roles of aggressive and affiliative behaviors in resource control: A behavioral ecological perspective (2008, background): “More recently, numerous scholars have also observed that social dominance is not simply a matter of toughness or aggression but that individuals use aggressive and affiliative strategically to control resources in the context of social dominance (Hawley, 1999, 2002; La Freniere & Charlesworth, 1983a”
• Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program (2008, background): “Vaughn et al. (2003) noted that highly sociable preschool children naturally encounter more frequent conflicts, leading to elevated rates of aggression, than children who are less engaged socially.”
• Children's cooperative and competitive interactions in limited resource situations: A literature review (2006, background): “Although there is some evidence to suggest that there is a degree of overlap between social dominance and social competence (Bukowski, 2003; Vaughn, 1999; Vaughn et al., 2003; Vaughn & Waters, 1981), the relationship between social dominance and sociometric status is less clear (Sebanc et al.”
• Emotion Regulation, Language Ability, and the Stability of Preschool Children's Peer Play Behavior (2009, background): “Peer conflicts may serve as opportunities for social cognitive growth ( Vaughn, Vollenweider, Bost, Azria-Evans, & Snider, 2003 ); however, a lack of sufficient regulatory skills, which are integral to emotional competence, may lead to consistently poor social competence ( Denham et al, 2003 ).”
• Emotions and Behaviors in the Head Start Classroom: Associations Among Observed Dysregulation, Social Competence, and Preschool Adjustment (2004, background): “Some researchers (e.g., Vaughn et al., 2003; Willoughby, Kupersmidt, & Bryant, 2001) have suggested that rates of aggressive and dysregulated behaviors may be greater for high-risk children, however, particularly for children from economically disadvantaged home environments.”
• Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective (2015, background): “Regardless of its source, conflict exchanges during the preschool years may provide important opportunities for social-cognitive development and learning to manage conflict (Shantz & Hartup, 1992; Vaughn et al., 2003).”