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Situational cues from 2 sources, the antagonist and a witnessing best friend, were designed to suggest the antagonist\u2019s intentions. Multilevel modeling indicated that children\u2019s responses generally varied more according to cues from the antagonist than friend, but the latter also affected responses, especially when conflicting with other situational information. Cognitive and affective responses were also influenced by gender, social goals, friendship quality, and self-efficacy for peer interaction. Findings provide theoretical insight on the context of peer conflict.<\/jats:p>","DOI":"10.1111\/j.1467-8624.2011.01664.x","type":"journal-article","created":{"date-parts":[[2011,10,24]],"date-time":"2011-10-24T11:14:13Z","timestamp":1319454853000},"page":"1921-1937","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Beyond Situational Ambiguity in Peer Conflict: Unique and Combined Effects of Cues From an Antagonist and a Best Friend"],"prefix":"10.1093","volume":"82","author":[{"given":"Heather L","family":"Smith-Schrandt","sequence":"first","affiliation":[{"name":"University of South Florida"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Tiina","family":"Ojanen","sequence":"additional","affiliation":[{"name":"University of South Florida"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ellis","family":"Gesten","sequence":"additional","affiliation":[{"name":"University of South 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