Abstract
The present study used a person-centered approach to examine patterns of conflict experience among 198 3rd–6th grade children. Peer reports of aggressive behavior, sociability, victimization, and an assessment of psychological mindedness in narrative accounts of conflict experiences were used. Three patterns were identified using mixture modeling: Managers, Avoiders, and Sustainers. Patterns differed with respect to narrative skills and social adjustment. Findings demonstrate the benefit of examining children's ability to tell their own stories in combination with peer perceptions of children's behavior. Discussion focuses on how children may rely on behavioral and narrative skills to develop different ways of responding to peer conflict in context, as well as on the application of findings in school settings.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
