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Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting
This prospective longitudinal study focused on self-regulatory, social–cognitive, and parenting precursors of individual differences in children’s peer-directed aggression at early school age. Participants were 1993-year-old boys and girls who were reassessed following the transition to kindergarten...
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| Autors principals: | , , , , |
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| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
2011
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| Matèries: | |
| Accés en línia: | https://ncbi.nlm.nih.gov/pmc/articles/PMC4100535/ https://ncbi.nlm.nih.gov/pubmed/21262052 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1017/S0954579410000775 |
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