Parents Upbringing, Personality And Peer Conflict Coping Styles Of Related Research

To study what the primary school children’s coping style in peer conflict is now, how the parents’rearing style affect primary school children’s coping style, and how personality affects the relationship between parents’rearing style and primary school children’s coping style, self-compiled questionnaire was used to survey children’s coping style in peer conflict.Considering all the three studies, it comes to the following conclusions.(1)Primary school children of grade3and above used the coping styles most frequently in the sequence of problem solving, concession, third party help and emotional extroversion. Girls used more mature coping ways than boys. School carders used more mature coping ways than non-carders. Children’s coping styles were related to their parents’education. They were no difference between the only-child and non-only child in the coping style.(2) Parents’emotional warmth had significantly positive correlation with primary school children’s problem solving in peer conflict; Parents’interference, favoritism and denying had significantly negative correlation with primary school children’s problem solving in peer conflict;(3) E is moderator variable which influences the relationship between parents’ punishment and children’s problem solving. To more extrovert children, the negative relation between parents’punishment and children’s problem solving became stronger.N is moderator variable which influences the relationship between parents’favoritism and children’s problem-solving. To children with lower level of N, the negative relation between parents’favoritism and children’s problem-solving became stronger. N is moderator variable which influences the relationship between parents’ interference and children’s problem-solving. To children with higher level of N, the negative relation between parents’interference and children’s problem-solving became weaker.N is moderator variable which influences the relationship between parents’denying and children’s problem-solving. To children with lower level of N, the negative relation between parents’interference and children’s problem-solving became weaker.