Ingoldsby E M, Shaw D S, Garcia M M
Department of Psychology, Clinical Psychology Center, University of Pittsburgh, PA 15260, USA.
Dev Psychopathol. 2001 Winter;13(1):35-52. doi: 10.1017/s0954579401001031.
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.
儿童发展的几种理论模型都假定了家庭内部冲突的传播；然而，很少有研究人员将这一过程与儿童在学校与教师和同伴的关系联系起来进行研究。本研究考察了117名3.5至6岁低收入男孩样本中，父母间冲突、亲子冲突和同胞冲突对师生冲突和儿童同伴冲突的直接、累加和交互作用。总体而言，结果表明，虽然任何一种二元家庭关系中的冲突与后来在学校的冲突性关系只是适度相关，但当经历多种形式的早期家庭冲突时，与教师和同伴关系中发生冲突的风险会增加。本文根据早期关系中冲突的发展来讨论研究结果。
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