An integrative examination of peer conflict: Children's reported goals, emotions, and behaviors

By Bridget C. Murphy, N. Eisenberg. 2002

135 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9d72415df65ef5553c329cf97955b485e3a6e99d

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. Amanda J. Rose
2. K. Rudolph
3. Lisa Wagner
4. Mitchell J. Prinstein
5. Wendy L. G. Hoglund
6. Justin P. Boren
7. Frank M. Weerman
8. M. Hoeve

In Education

1. Amanda J. Rose
2. K. Rudolph
3. Lisa Wagner
4. Wendy L. G. Hoglund
5. Mitchell J. Prinstein
6. M. Hoeve
7. Frank M. Weerman
8. Jacqueline Nesi

In Social Psychology

1. Amanda J. Rose
2. K. Rudolph
3. Lisa Wagner
4. Wendy L. G. Hoglund
5. Frank M. Weerman
6. M. Hoeve
7. M. Zimmer‐Gembeck
8. Rhiarne E. Pronk

Citations in the corpus

• Developmental perspectives on prosocial and aggressive motives in preschoolers’ peer interactions (2005, unknown): “…Pasternack, Cameron, & Tryon, 1984; see also works by Batson, Fultz, & Schoenrade, 1987; Batson et al., 2003; Batson, Sager, Garst, Kang, Rubchinsky, & Dawson, 1997; Batson, Thompson, Seuferling, Whitney, & Strongman, 1999), and social goals (Erdley & Asher, 1999; Murphy & Eisenberg, 2002).”
• A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys. (2006, background): “Studies indicate that in middle childhood, girls also are more likely than boys to endorse goals that involve mutual participation (Strough & Berg, 2000), friendliness (Murphy & Eisenberg, 2002), and supportiveness (Rose & Asher, 2004).”