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Intrafamily conflict in relation to boys' adjustment at school

Published online by Cambridge University Press:  09 March 2001

ERIN M. INGOLDSBY ,
DANIEL S. SHAW  and
MONICA M. GARCIA
ERIN M. INGOLDSBY
Affiliation:
University of Pittsburgh
DANIEL S. SHAW
Affiliation:
University of Pittsburgh
MONICA M. GARCIA
Affiliation:
University of Pittsburgh
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Abstract

Several theoretical models of child development have posited the spread of conflict within families; however, few researchers have studied this process in association with relationships children have with teachers and peers at school. The present study examined the direct, additive, and interactive contributions of interparental, parent–child, and sibling conflict in relation to teacher–child and child–peer conflict in a sample of 117 low-income boys from ages 3.5 to 6 years. Overall, the results suggest that while conflict in any one dyadic family relationship is only modestly associated with later conflictual relationships at school, risk for conflict in relationships with teachers and peers increases when multiple forms of early family conflict are experienced. Results are discussed in terms of the development of conflict across early relationships.

Type
Research Article
Information
Development and Psychopathology , Volume 13 , Issue 1 , March 2001 , pp. 35 - 52
Copyright
© 2001 Cambridge University Press

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