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Twenty-five children aged 8-10 years-old completed daily reports of their peer and academic stressors twice a day at school and then after school were videotaped at home with their families. Children’s experiences at school were expected to impact their behavior with their mothers at home. Mother-child interactions were assessed by sampling 30-second video clips every ten minutes during the first hour the child was recorded with the parent. On days that children reported having peer problems at school, mother-child interactions were significantly less responsive and less warm. Academic problems, however, were not associated with changes in either mothers’ or children’s behavior. |
