The Friendship Features of Preschool Children: Links with Prosocial Behavior and Aggression

By A. Sebanc. 2003

239 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/dba15bb7934dd5240fcdd5f3c09be5badb28db7d

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In Social Psychology

Citations in the corpus

Explaining Friendship Formation and Friendship Stability: The Role of Children's and Friends' Aggression and Victimization (2007, background): “Friendships of relationally aggressive children typically are intimate and exclusive (Grotpeter & Crick, 1996; Sebanc, 2003).”
Media Exposure, Aggression and Prosocial Behavior During Early Childhood: A Longitudinal Study (2006, background): “In contrast, girls are significantly more likely than their male peers to be identified as relationally aggressive and victimized especially when in the company of female peers (Bonica, Yeshova, Fisher, Zeljo & Arnold 2003; Crick, Casas & Ku, 1999; Crick, Casas & Mosher, 1997; McNeilly-Choque, Hart,”
The allure of a mean friend: Relationship quality and processes of aggressive adolescents with prosocial skills (2007, background): “It may be that the presence of prosocial behaviors affects (e.g., moderates) the relations between aggressiveness and friendship quality (cf. Sebanc, 2003).”
Relational aggression in sibling and peer relationships during early childhood (2006, unknown): “…peers) than boys (Burr, Ostrov, Jansen, Cullerton-Sen, & Crick, 2005; Johnson & Foster, 2005; McNeilly-Choque, Hart, Robinson, & Olsen, 1996; Nelson, Robinson, & Hart, 2005; Ostrov & Keating, 2004; Ostrov, Woods, Jansen, Casas, & Crick, 2004; Russell, Hart, Robinson, &Olsen, 2003; Sebanc, 2003).”
Peer Interactions, Relationships, and Groups (2007, background): “Among the features that mark the friendships of preschool-age children are supportiveness and exclusivity (Sebanc, 2003).”
An Observational Study of Delivered and Received Aggression, Gender, and Social-Psychological Adjustment in Preschool: ''This White Crayon Doesn't Work ...''. (2004, result): “The present findings coupled with other recent studies (seeCrick et al., 1997, 1999; Bonica et al., 2003; McNeilly-Choque et al., 1996; Ostrov & Keating, 2004; Russell et al., 2003; Sebanc, 2003) suggest that interventions for physical and relational aggression during early childhood are warranted.”
Relational and Physical Aggression of Preschool-Age Children: Peer Status Linkages Across Informants (2005, background): “These findings are in keeping with previous studies of relational aggression with this age group, cited earlier, which most often find girls to be more relationally aggressive when teacher ratings or observations are utilized (Bonica et al., 2003; Crick et al., 1997; Casas & Crick, 1997; Hart et al.”
Toddlers' Empathy-Related Responding to Distress: Predictions From Negative Emotionality and Maternal Behavior in Infancy (2006, background): “For example, children’s prosocial behaviors have been associated with higher quality contemporaneous and earlier social functioning (Murphy, Shepard, Eisenberg, Fabes, & Guthrie, 1999), popularity and supportive friendships (Clark & Ladd, 2000; LaFontana & Cillessen, 2002; Sebanc, 2003), and lower a”
A Longitudinal Study of Relational and Physical Aggression in Preschool. (2006, background): “Recent studies have documented the importance of the sibling (Stauffacher and DeHart, 2005) and friendship (Burr, Ostrov, Jansen, Cullerton-Sen, & Crick, 2005; Johnson & Foster, 2005; Sebanc, 2003) relationship for the development of relational aggression during early childhood.”
Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships (2016, background): “There is a well-documented relation between prosocial behavior and several dimensions of adaptive development, such as social acceptance and friendship, psychosocial adjustment and academic achievement (Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000; Clark & Ladd, 2000; Hay & Pawlby, 2”