@article{ref1,
title="Aggression and assertiveness in kindergarten children differing in day care experiences",
journal="Early childhood research quarterly",
year="1990",
author="Hegland, Susan M. and Rix, Mary K.",
volume="5",
number="1",
pages="105-116",
abstract="Differences in social behaviors of middle-class children with and without previous day care experience were compared through classroom observations and teacher ratings during the second semester of kindergarten. Using a time-sampling procedure, two researchers observed positive social behavior, assertiveness, instrumental aggression, and hostile aggression of 32 children from eight different kindergarten classrooms during free-choice time. Each child was also rated by his/her own teacher on assertiveness, ability to get along with peers, hostile aggression, and instrumental aggression. Teachers' ratings of hostile aggression were significantly correlated with observations of hostile aggression (p &lt; .05) and assertiveness (p &lt; .01), suggesting that teachers may confound assertive and aggressive behaviors. Observed frequencies of assertive behaviors were correlated with those of positive social (p &lt; .05) and instrumental aggression (p &lt; .05), but not with frequencies of hostile aggression (p &lt; .20). However, no significant differences between day care and home-reared children were found on any of the rated or observed variables.<p />",
language="",
issn="0885-2006",
doi="10.1016/0885-2006(90)90009-P",
url="http://dx.doi.org/10.1016/0885-2006(90)90009-P"
}