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1.
Relational and Physical Aggression of Preschool-Age Children: Peer Status Linkages Across Informants 总被引：1，自引：0，他引：1
Little is known concerning how subtypes of aggression (relational and physical) might be differentially related to preschool-age children's classification in peer sociometric status groups (popular, average, rejected, neglected, and controversial). Furthermore, associations between aggression and sociometric status might vary according to the assessment tools utilized (e.g., peer report vs. teacher report). In this study, relational and physical aggression as well as sociable behavior of preschool-age children was assessed using peer reports and teacher reports. Peer nominations of acceptance and rejection (like and dislike nominations) were also collected and used to form sociometric status groups. Findings indicate that the behavioral differences between sociometric status group categories, obtained with older samples in previous research, is already evident as early as preschool. Furthermore, relational aggression is associated with controversial sociometric status in this age group (based on peer reports). These findings complement an emerging body of research indicating that the practice of relational aggression may be associated with greater peer status for some children. 相似文献
2.
Jean E. Burr Jamie M. Ostrov Elizabeth A. Jansen Crystal Cullerton-Sen Nicki R. Crick 《Early education and development》2005,16(2):161-184
Associations between relational aggression and mutual, dyadic friendships during early childhood were assessed in the context of a year-long, short-term longitudinal study. Children's mutual friendships were determined via sociometric ratings and their relationally aggressive behavior among peers was assessed via naturalistic, free play observations. Generally, children who were more relationally aggressive had more mutual friends, although this relation differed by gender and time of assessment. Future work should include measures of friendship quality and investigate the role of relational aggression within friendship dyads. 相似文献
3.
Tedra Walden Elizabeth Lemerise Maureen C . Smith 《Early education and development》1999,10(3):351-371
The development of friendships and peer acceptance and their relation to children's emotional regulation and social-emotional behavior with others among a group of 3-5-year-old children was examined. Peer relationships and social-emotional skills were assessed early in the preschool year and peer relationships were assessed again late in the year. Preschool friendships were prevalent, moderately consistent across situations, and moderately stable over the course of the school year; peer acceptance also was moderately stable. Popularity of preschool children was related to their social behavior with peers both early and late in the school year but acceptance by the group was unrelated to children's emotion regulation. Number of mutual friendship choices was related to children's emotional regulation but not to social behaviors with peers late in the year. Acceptance by the peer group was related to number of mutual friends but there were some well-liked children who had no friends and disliked children who had friends. These results show the importance of popularity and early friendships in preschool classrooms. That is, these peer relationships are lasting and related to social and emotional development. Therefore, efforts to foster both group relations and mutual dyadic relationships should be included in preschool programming. 相似文献
4.
Relational Aggression, Overt Aggression, and Friendship 总被引：18，自引：1，他引：18
This study ( n = 315 9–12-year-olds) was conducted to assess whether the social problems that relationally and overtly aggressive children typically experience in the peer group context are also exhibited in the dyadic, friendship context. The qualities of children's friendships (e.g., levels of intimacy) and of the importance of those qualities (e.g., the importance of intimacy) were assessed with self-report instruments adapted from past research. Results indicated that the friendships of relationally aggressive children were characterized by relatively high levels of intimacy, exclusivity/jealousy, and relational aggression within the friendship context. In contrast, the friendships of overtly aggressive children were characterized by engaging together in aggressive acts toward those outside the friendship. In addition, overtly aggressive children placed relatively high importance on these coalitional acts and on companionship with their friends. Implications for our understanding of aggressive children and for our knowledge of children's friendships are discussed. 相似文献
5.
From censure to reinforcement: developmental changes in the association between aggression and social status 总被引：14，自引：0，他引：14
Developmental changes were examined in the associations among physical and relational aggression, and sociometric and perceived popularity based on peer nominations. Participating in the longitudinal study were 905 children (440 girls, 465 boys) from ages 10 to 14. Associations between the forms of status and between the forms of aggression decreased over time. Relational aggression increasingly predicted high social prominence but low social preference; physical aggression was increasingly less disliked but decreasingly predictive of prominence. The effect of relational aggression on perceived popularity was strong for girls. Perceived popularity preceded physical and relational aggression for both genders. Implications for the attainment of high status, processes of peer influence on antisocial behavior, and gender differences in the meaning of status are discussed. 相似文献
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7.
This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (Mage = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class. 相似文献
8.
The purpose of this study was to further explore the linkage between children's early school attitudes and interpersonal features of the classroom, including children's relationships with classmates and their perceptions of these relationships. Participants included 102 kindergarten children (M age = 5.8 years) who were interviewed at the beginning and end of kindergarten to obtain measures of their school attitudes (i.e., school liking), classroom peer relationships (i.e., peer acceptance, mutual friendships), and peer relationship perceptions (i.e., perceived loneliness, peer support). Results showed that initial school liking was associated with all four measures of children's peer relationships; however, only the number of mutual friendships that children possessed in their classrooms predicted changes in school attitudes (gains) over time. Early school attitudes were linked to changes in children's peer perceptions; children who disliked school early in kindergarten were more likely to view classmates as unsupportive as the school year progressed. Results are discussed in terms of the potential impact that classroom peer relations may have on early school attitudes, and vice versa. Implications for educational policy are also considered. 相似文献
9.
Sara E. Goldstein Chih-Yuan Steven Lee John F. Gunn III Shaniqua Bradley Shannon Lummer Paul Boxer 《Psychology in the schools》2020,57(1):91-110
The present study explores concurrent relations between social support, gender, susceptibility to peer influence, and peer-based aggression and harassment in a socioeconomically and racially diverse sample of 774 seventh and eighth grade students. Results indicate that students perceiving lower support from their family or school were relatively more likely to be highly susceptible to peer influence, and to have friends who they believed were also highly susceptible to peer influence. Further, higher susceptibility to peer influence was associated with increased involvement in relational aggression and sexual harassment, both as a perpetrator and as a victim. Gender moderation effects were also found. The negative association of school support and susceptibility to peer influence was found greater in girls than boys. Girls who were highly susceptible to peer influence, or who had friends who were highly susceptible, had a relatively greater risk for involvement in relational aggression and sexual harassment, as compared with boys. Implications of these results for educators and school-based mental health professionals are discussed, and suggestions for future research are offered. 相似文献
10.
Although forgiveness plays an integral role in friendship maintenance, interpersonal communication scholarship has largely overlooked how transgressions and forgiveness are negotiated between friends. This study focuses on gender differences to develop a typology of relational transgressions in friendships. Two hundred and thirty survey respondents (116 women and 114 men) described relational transgressions in their friendships, the perceived severity of these transgressions, and strategies used to communicate forgiveness. A combination of MANCOVA and inductive analyses reveals gender differences. While male transgressions typically involve encroaching on other intimate relationships and theft, female transgressions emphasize disclosing personal communication beyond the friendship’s boundaries. Conflicts between male friends could escalate from verbal to physical aggression, whereas female friends were likely to sabotage other close relationships that threatened the friendship. Finally, males preferred to communicate forgiveness using the minimizing strategy, while female friends generally favored the discussion and conditional forgiveness strategies. Overall, the perceived severity of a transgression was positively related to use of the discussion and conditional forgiveness strategies, and negatively related to the minimizing strategy. The implications of these findings are discussed. 相似文献
11.
Crystal Cullerton‐Sen Adam R. Cassidy Dianna Murray‐Close Dante Cicchetti Nicki R. Crick Fred A. Rogosch 《Child development》2008,79(6):1736-1751
This investigation examined the associations between maltreatment and aggression using a gender‐informed approach. Peer ratings, peer nominations, and counselor reports of aggression were collected on 211 maltreated and 199 nonmaltreated inner‐city youth (M age = 9.9 years) during a summer day camp. Maltreatment was associated with aggressive conduct; however, these effects were qualified by gender, maltreatment subtype, and the form of aggression under investigation. Findings revealed that maltreatment was associated with physical aggression for boys and relational aggression for girls. Physical abuse was associated with physically aggressive behaviors, but sexual abuse predicted relational aggression for girls only. Findings suggest that investigating the interaction between familial risk and gender is important in understanding aggressive behaviors of boys and girls. 相似文献
12.
Predictors of 5-year-old kindergartners' insights into their friends, and their accounts of liking and conflict with their friends were investigated, with a focus on both the children's and their friends' social understanding during the preschool period, and the quality of their preschool friendships. Seventy children initially studied at 4 years utilizing social cognition tasks and observations of dyadic play with their friends were followed over the transition to school; at school they were interviewed about their friendships and their social understanding was assessed. One group had remained close to their preschool friends, whereas a second group had formed new friendships. Social understanding, language abilities, and prosocial characteristics of both the children and preschool friends, their successful communication and shared pretend play experiences during the preschool period, and their mothers' educational level were related to their perspectives on their current school friends. Liking of current friends was linked to relationship history and maternal educational level for both those with old and with new friends, whereas insight was related to assessments of social cognition. 相似文献
13.
Peer group status as a moderator of group influence on children's deviant, aggressive, and prosocial behavior 总被引：2，自引：1，他引：1
Group status was examined as a moderator of peer group socialization of deviant, aggressive, and prosocial behavior. In the fall and 3 months later, preadolescents and early adolescents provided self-reported scores for deviant behavior and group membership, and peer nominations for overt and relational aggression, prosocial behavior, and social preference. Using the social cognitive map, 116 groups were identified involving 526 children (282 girls; M age=12.05). Hierarchical linear modeling revealed that high group centrality (visibility) magnified group socialization of relational aggression, deviant behavior, and prosocial behavior, and low group acceptance magnified socialization of deviant behavior. Results suggest group influence on behavior is not uniform but depends on group status, especially group visibility within the larger peer context. 相似文献
14.
Relational Aggression, Gender, and Social-Psychological Adjustment 总被引：40，自引：2，他引：40
Prior studies of childhood aggression have demonstrated that, as a group, boys are more aggressive than girls. We hypothesized that this finding reflects a lack of research on forms of aggression that are relevant to young females rather than an actual gender difference in levels of overall aggressiveness. In the present study, a form of aggression hypothesized to be typical of girls, relational aggression, was assessed with a peer nomination instrument for a sample of 491 third- through sixth-grade children. Overt aggression (i.e., physical and verbal aggression as assessed in past research) and social-psychological adjustment were also assessed. Results provide evidence for the validity and distinctiveness of relational aggression. Further, they indicated that, as predicted, girls were significantly more relationally aggressive than were boys. Results also indicated that relationally aggressive children may be at risk for serious adjustment difficulties (e.g., they were significantly more rejected and reported significantly higher levels of loneliness, depression, and isolation relative to their nonrelationally aggressive peers). 相似文献
15.
Behavioral, Affective, and Social Correlates of Involvement in Cross-Sex Friendship in Elementary School 总被引：4，自引：0，他引：4
The purpose of this study was to compare children with and without cross-sex friends on measures of social and cognitive competence, endorsement of sex-role stereotypes, and family composition. Subjects were 723 third and fourth graders (377 girls, 346 boys) from diverse socioeconomic backgrounds; 35% were African American. Measures included sociometric assessments of peer acceptance, friendship, and behavioral reputation, as well as self-reports of perceived self-competence and endorsement of sex-role stereotypes. In addition, teachers completed ratings of children's social and cognitive competence. In all, 92 children, about 14% of the sample, had one or more reciprocal opposite-sex friends; for 21 of these children, their cross-sex friendships were their primary or only friendships. African American children were more likely than European American children to have opposite-sex friends. Involvement in cross-sex friendships was unrelated to the gender make-up of the classroom, but was related to family structure. Comparisons of the children who had primarily or only cross-sex friends to matched groups of children who had only same-sex friends and to children who had cross-sex friends secondarily to same-sex ones revealed a number of differences between the groups in social competence and relationships with peers. Overall, children with primarily opposite-sex friends had poorer social skills than other children with friends, although they were less stereotyped about sex roles than other children, and were better adjusted than children with no friends on most measures. In contrast, children involved in opposite-sex friendship secondarily to same-sex friendship were as well adjusted socially as children with only same-sex friendships. These results suggest that children with cross-sex friends differ among themselves, depending on the primacy of the cross-sex relationship. 相似文献
16.
Amy L. Gower PhD Katherine A. Lingras Lindsay C. Mathieson Yoshito Kawabata Nicki R. Crick 《Early education and development》2014,25(5):619-640
Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how engagement in preschool physical and relational aggression predict psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student–teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy: These data lend support to the need for interventions among physically aggressive preschoolers that target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways among aggressive preschoolers. 相似文献
17.
Developmental Pathways From Childhood Aggression–Disruptiveness,Chronic Peer Rejection,and Deviant Friendships to Early‐Adolescent Rule Breaking 
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下载免费PDF全文 Childhood aggression–disruptiveness (AD), chronic peer rejection, and deviant friendships were examined as predictors of early‐adolescent rule‐breaking behaviors. Using a sample of 383 children (193 girls and 190 boys) who were followed from ages 6 to 14, peer rejection trajectories were identified and incorporated into a series of alternative models to assess how chronic peer rejection and deviant friendships mediate the association between stable childhood AD and early‐adolescent rule breaking. There were multiple mediated pathways to rule breaking that included both behavioral and relational risk factors, and findings were consistent for boys and girls. Results have implications for better understanding the influence of multiple social processes in the continuity of antisocial behaviors from middle childhood to early adolescence. 相似文献
18.
This study examined the links among adolescents' representations of their relationships with parents, friends, and romantic partners. Sixty-eight adolescents were interviewed three times to assess their working models for each of these types of relationships. Working models of friendships were related to working models of relationships with parents and romantic partners. Working models of relationships with parents and romantic partners were inconsistently related. A similar pattern of results was obtained for self-report measures of relational styles for the three types of relationships. Perceived experiences were also related. Specifically, support in relationships with parents tended to be related to support in romantic relationships and friendships, but the latter two were unrelated. On the other hand, self and other controlling behaviors in friendships were related to corresponding behaviors in romantic relationships. Negative interactions in the three types of relationships also tended to be related. Taken together, the findings indicate that the representations of the three types of relationships are distinct, yet related. Discussion focuses on the nature of the links among the three. 相似文献
19.
Concerns about the effect of school entrance age have generally focused on academic achievement. The effect of school entrance age on the social acceptance and self-perceptions of kindergarten and 1st-grade students was examined in two studies. In Study 1, the social acceptance and competence of 476 children was assessed in kindergarten and first grade through peer nominations and ratings, teacher ratings, and report card grades. In Study 2, a subgroup of 116 students was interviewed in kindergarten and first grade to assess their perceptions of their school adjustment, loneliness at school, cognitive and physical competence, and peer and maternal acceptance. Few differences were found related to school entrance age. Teachers' ratings and peer nominations generally described initial social problems for the youngest children which were overcome by first grade. There were no differences in self-reported school adjustment, loneliness, perceptions of competence, or acceptance related to school entry age. 相似文献
20.
OBJECTIVE: The aims of the present study were to investigate (1) whether young children with a known history of maltreatment by caregivers have more problematic peer relationships and classroom behaviors than other children, and (2) if children's behaviors with peers mediated associations between maltreatment and children's problem peer relations. METHOD: Participants included 400 young children (ages 4-8, M age=6.6), and 24 teachers in 22 schools. Six percent of children had a known history of maltreatment. Multiple methods (ratings and nominations) and reporters (children and teachers) were utilized to obtain information on peer relationships. Teachers reported children's physical/verbal aggression, and withdrawn and prosocial behaviors. RESULTS: Young children were able to nominate and rate whom they liked versus disliked in their classes, and their reports were modestly correlated with teacher reports. Regardless of the reporter, maltreated children were significantly more disliked, physically/verbally aggressive, withdrawn, and less prosocial, compared with their classmates. Among all children, physical/verbal aggression, withdrawal, and prosocial behavior were associated independently with some aspect of peer status. Maltreatment had indirect associations with peer likeability and peer rejection via maltreated children's relatively higher levels of physical/verbal aggression and, in some cases, withdrawal and relatively lower prosocial behavior. Maltreatment had an indirect association with teacher-reported peer acceptance via children's withdrawal. CONCLUSIONS: Findings indirectly associate early family experiences with problems in peer relationships, especially lower peer likeability and more rejection, via children's behaviors with peers. The finding that linkages exist even in the very earliest years of school highlights the need for very early home- or school-based efforts focused on improving behavior and relationships of maltreated children and others children with similar profiles. 相似文献