Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-26T09:28:08.281Z Has data issue: false hasContentIssue false
  • English
  • Français

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
Get access Rights & Permissions [Opens in a new window]

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

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)