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dc.contributor.advisorCarlo, Gustavoeng
dc.contributor.authorStreit, Caraeng
dc.date.issued2013eng
dc.date.submitted2013 Falleng
dc.description"December 2013."eng
dc.description"A Thesis presented to the Faculty of the Graduate School at the University of Missouri--Columbia In Partial Fulfillment of the Requirements for the degree Master of Science."eng
dc.descriptionThesis supervisor: Dr. Gustavo Carlo.eng
dc.description.abstractThe aims of the present study were to examine the relations between two dimensions of parent-child conversations and children's social behaviors and to assess the mediating role of children's attributional biases in these relations. 60 preschoolers (mean age = 4.92) and their mothers engaged in conversations about a recent time in which the child felt sad, mad, scared, and happy. Conversations were coded for maternal elaborations and maternal positive emotion content. Children also completed a storytelling task with researchers that assessed their positive and negative attributional biases. Children's prosocial tendencies and aggressive behaviors were assessed through teacher report. A series of hierarchical multiple regressions were conducted. Results indicated that maternal elaborations marginally positively predicted children's prosocial tendencies. Children's positive attributional biases significantly positively predicted children's prosocial tendencies. However, attributional biases did not significantly mediate the relation between maternal elaborations and prosocial tendencies. Additionally, maternal discourse variables and children's attributional biases did not predict children's aggressive behaviors. Discussion will focus on the significance of both maternal discourse style and children's positive cognitions in fostering more prosocial tendencies towards peers in preschool aged children.eng
dc.description.bibrefIncludes bibliographical references (pages 28-34).eng
dc.format.extent1 online resource (v, 39 pages) : illustrationseng
dc.identifier.oclc899247142eng
dc.identifier.urihttps://hdl.handle.net/10355/43026
dc.identifier.urihttps://doi.org/10.32469/10355/43026eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.source.originalSubmitted by the University of Missouri--Columbia Graduate Schooleng
dc.titleThe role of parent-child conversations and attributional biases in children's prosocial and aggressive behaviorseng
dc.typeThesiseng
thesis.degree.disciplineHuman development and family sciences (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelMasterseng
thesis.degree.nameM.S.eng


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