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1.
Kenneth A. Dodge John D. Coie Gregory S. Pettit Joseph M. Price 《Child development》1990,61(5):1289-1309
The social transactions of popular, rejected, neglected, and average first- and third-grade boys were examined during their initial encounters with peers. 23 groups of 5 or 6 boys each were observed for 45-min free-play sessions conducted on 5 consecutive days, with sociometric interviews following each session. Social preference in the play groups correlated significantly with classroom social preference after the third and subsequent play sessions for the third graders, and after the fourth and subsequent sessions for the first graders. The observational coding system distinguished 4 types of aggressive behavior that were hypothesized to relate to peer status in different ways. The first, rough play, was not related to peer status. However, rejected boys at both ages displayed significantly higher rates of angry reactive aggression and instrumental aggression than average boys. The relation between bullying and peer status varied with the age of the child. Popular first graders engaged in more bullying than average first graders, but popular third graders did not differ from average in bullying. Other questions concerned the temporal relation between play group behaviors and social preference scores within the group. Socially interactive behaviors anteceded high preference by peers, and low preference in turn led to social isolation in subsequent sessions. 相似文献
2.
Multiple sources of data on social behavior and social status in the school: a cross-age comparison 总被引：4，自引：0，他引：4
Behavioral data relating to peer social status were collected from peers, teachers, and observers on both first- and third-grade boys (ages 6-7 and 8-9 years, respectively). Peer and teacher ratings had greater intermethod agreement than observer data, although all 3 sources provided evidence that rejected and controversial boys were more aggressive than other boys. However, relatively little aggression was observed among the older boys, indicating that peers and teachers may be better sources of information about aggression in this group. Observational data differentiated among status groups on measures of activity (on task vs. off-task, and prosocial play vs. solitary activity) for both age groups. Rejected boys displayed little prosocial behavior according to peers and teachers, but were not less often engaged in prosocial play, according to observers. Neglected boys were the most solitary group during play; however, teachers rated rejected boys as the most solitary, contrary to observations. Controversial boys were seen as highly aggressive by all sources but as highly prosocial only by peers and observers. 相似文献
3.
This study addressed gender differences in the developmental links among antisocial behavior, friends' antisocial behavior, and peer rejection. High and increasing, moderate, and low antisocial developmental trajectories were identified among 289 Dutch children, ages 7 to 10, and 445 French-Canadian children, ages 9 to 12. Only boys followed the high trajectory. These boys had more deviant friends and were more often rejected than other children. A minority of girls followed the moderate antisocial behavior trajectory. These girls had fewer deviant friends than moderate antisocial boys, but moderate antisocial boys and girls were equally likely to be rejected. The influence of friends and poor peer relations plays a crucial but different role in the development of antisocial behavior among boys and girls. 相似文献
4.
95 boys at 3 developmental levels (ages 6–8, 8–10, 10–12) were selected on the basis of sociometric and aggression ratings to represent 4 groups: (1) aggressive and rejected, (2) aggressive (not rejected), (3) rejected (not aggressive), or (4) neither aggressive nor rejected. Behavioral observations, teacher ratings, peer ratings, and open-ended peer interviews were collected to characterize the behaviors of these boys in 3 social domains (conduct problems, sociability/withdrawal, and adaptability/responsivity to peer expectations). Distinct problem profiles emerged. Aggressive-rejected boys exhibited more diverse and severe conduct problems that did aggressive boys, along with greater deficiencies in the domain of adaptability. Nonaggressive rejected children were considered by teachers and peers to be shy and passive, deficient in prosocial behaviors, atypical, and socially insensitive. Grade-level decreases in physical aggression and increases in peer-reported atypical/insensitive behaviors corresponded to developmental differences in group characteristics. 相似文献
5.
Peer rejection and social information-processing factors in the development of aggressive behavior problems in children 总被引：21，自引：0，他引：21
Dodge KA Lansford JE Burks VS Bates JE Pettit GS Fontaine R Price JM 《Child development》2003,74(2):374-393
The relation between social rejection and growth in antisocial behavior was investigated. In Study 1,259 boys and girls (34% African American) were followed from Grades 1 to 3 (ages 6-8 years) to Grades 5 to 7 (ages 10-12 years). Early peer rejection predicted growth in aggression. In Study 2,585 boys and girls (16% African American) were followed from kindergarten to Grade 3 (ages 5-8 years), and findings were replicated. Furthermore, early aggression moderated the effect of rejection, such that rejection exacerbated antisocial development only among children initially disposed toward aggression. In Study 3, social information-processing patterns measured in Study 1 were found to mediate partially the effect of early rejection on later aggression. In Study 4, processing patterns measured in Study 2 replicated the mediation effect. Findings are integrated into a recursive model of antisocial development. 相似文献
6.
This study examines factors associated with the relative stability of peer rejection among elementary school-aged children. Forty-four initially rejected children (some of whom improved their social status while others remained rejected over a 2-year period) were recruited from a larger sociometric sample. Prospective analyses were conducted to determine whether peer nominated aggression and children's perceptions of their own status in fourth grade were predictive of status improvement by the end of fifth grade. In addition to prospective analyses, initially rejected children and their mothers were invited to participate in a retrospective interview about their social experiences over the past 2 school years. Results of prospective and retrospective analyses suggested that perceived social status, participation in extracurricular activities, locus of control, and parental monitoring were all positively related to status improvement among initially rejected children. Surprisingly, aggressive behavior also was positively related to status improvement among initially rejected boys. 相似文献
7.
Theories of aggressive behavior and ethological observations in animals and children suggest the existence of distinct forms of reactive (hostile) and proactive (instrumental) aggression. Toward the validation of this distinction, groups of reactive aggressive, proactive aggressive, and nonaggressive children were identified ( n = 624 9–12-year-olds). Social information-processing patterns were assessed in these groups by presenting hypothetical vignettes to subjects. 3 hypotheses were tested: (1) only the reactive-aggressive children would demonstrate hostile biases in their attributions of peers' intentions in provocation situations (because such biases are known to lead to reactive anger); (2) only proactive-aggressive children would evaluate aggression and its consequences in relatively positive ways (because proactive aggression is motivated by its expected external outcomes); and (3) proactive-aggressive children would select instrumental social goals rather than relational goals more often than nonaggressive children. All 3 hypotheses were at least partially supported. 相似文献
8.
Children's Understanding of Aggression and Withdrawal as Social Stigmas: An Attributional Analysis 总被引：3，自引：0，他引：3
3 studies examined children's ability to differentiate aggression and social withdrawal using attributional constructs. In Study 1, first–sixth-grade subjects read scenarios describing a hypothetical male peer as either aggressive or withdrawn. They then made inferences about the peer's responsibility for his behavior, the amount of sympathy and anger they would feel, and the likelihood that they would help the peer with his schoolwork and want him as a friend. Perceived responsibility, and its emotional and behavioral consequences, comprised a salient dimension along which all children distinguished the 2 behavior types. The aggressive child was perceived as more responsible for his behavior, deserving of more anger and less sympathy, and eliciting less willingness to help and social acceptance. Study 2 replicated these findings with 5-year-olds, but not 4-year-olds. Study 3 revealed that other attributional dimensions, namely, locus and stability, were also used by even first graders to differentiate aggression and withdrawal, but responsibility proved to be the most salient dimension. In addition, Study 3 documented a temporal sequence whereby inferences about responsibility influence emotions of anger and sympathy, and these emotions, in turn, directly influence social acceptance of aggressive versus withdrawn peers. The importance of perceived responsibility as an organizing construct for studying peer relations was discussed. 相似文献
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10.
Developmental pathways from child maltreatment to peer rejection 总被引：7，自引：0，他引：7
Using a prospective longitudinal design, rejection by peers, aggressive behavior, and social withdrawal were examined among a representative community sample of 107 maltreated children and an equal number of non-maltreated children. Results revealed that chronic maltreatment was associated with heightened risk of rejection by peers. Chronically maltreated children were more likely to be rejected by peers repeatedly across multiple years from childhood to early adolescence. Maltreatment chronicity was also associated with higher levels of children's aggressive behavior, as reported by peers, teachers, and children themselves. Aggressive behavior accounted in large part for the association between chronic maltreatment and rejection by peers. Socially withdrawn behavior was associated with peer rejection, but did not account for the association between chronic maltreatment and peer rejection. These results held for both girls and boys, followed from childhood through early adolescence. Moreover, the links among chronic maltreatment, aggressive behavior, and peer rejection were already established by early school age. Implications of these results for developmental theory and intervention are discussed. 相似文献
11.
Peer group contextual effects of aggressive behavior among middle school students (6th-8th graders) were examined using a short-term longitudinal design. More specifically, the homophily hypothesis that peer group membership influences individual-level bullying and fighting was evaluated with multilevel sex-specific models of individual- and peer-level aggression scores. Peer groups were identified via social network analysis. Intraclass correlation coefficients yielded through hierarchical linear modeling demonstrated substantial within-group similarity on self-reported bullying and fighting, suggesting that students affiliate with individuals who bully and fight at the same frequency. Peer group bullying and fighting was associated with individual-level behavior, even after controlling individual baseline levels for males and females. However, peer contextual effects explained more variance in individual bullying than individual fighting. This differential impact of peer group membership suggests that future studies consider peer relations across subtypes of aggression. 相似文献
12.
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
13.
G A Waas 《Child development》1988,59(4):969-975
Peer-rejected high-aggressive, rejected low-aggressive, and non-rejected third- and fifth-grade boys were shown sets of drawn pictures differently balanced on Kelley's social dimensions of distinctiveness (i.e., depicting a hypothetical peer interacting with other children) and consistency (i.e., depicting the peer interacting with the subject) information. Following each set, a provoking incident involving the subject and peer was described in which the subject experienced a negative outcome and the peer exhibited ambiguous intent. When given no social information, rejected high-aggressive and rejected low-aggressive boys made more hostile attributions and suggested more hostile responses. When provided social information, however, all groups made similar attributions and weighted consistency information more heavily in their evaluations. All groups maintained a consistent response style across information conditions, with rejected high-aggressive boys suggesting the most aggressive responses. Implications for the treatment of childhood aggression are discussed. 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.
Gender Differences in Children's Normative Beliefs about Aggression: How Do I Hurt Thee? Let Me Count the Ways 总被引：3，自引：1，他引：3
This research was designed to assess whether children view relationally manipulative behaviors (i.e., those behaviors labeled relational aggression in past research) as "aggressive." 2 studies were conducted to evaluate whether children view relationally manipulative behaviors as associated with 2 defining features of aggression, anger (Study 1) and intent to harm (Study 2). Results of Study 1 ( n = 459, 9–12-year-olds) indicated that relational aggression was the most frequently cited angry behavior for girls' interactions whereas physical aggression was the most frequently cited angry behavior for boys' interactions. Results of Study 2 ( n = 60, 9–11-year-olds) demonstrated that relational aggression and verbal insults were the most frequently cited harmful behaviors for girls whereas physical aggression and verbal insults were the most frequently cited harmful behaviors for boys. These studies provide the first evidence that children view relationally manipulative acts (relational aggression) as angry, harmful behaviors (i.e., as "aggressive"). 相似文献
16.
Young children's beliefs about the relationship between gender and aggression were examined across 3 studies (N=121). In Study 1, preschoolers (ages 3 to 5) described relational aggression as the most common form of aggression among girls and physical aggression as the most common form among boys. In Study 2, preschoolers and a comparison group of 7- to 8-year-olds were likely to infer that relationally aggressive characters are female and physically aggressive characters are male. Study 3 revealed that preschoolers show systematic memory distortions when recalling stories that conflict with these gender schemas. These findings suggest that even before children reach school age, they have organized patterns of beliefs about gender that affect the way they process social information. 相似文献
17.
D C French 《Child development》1988,59(4):976-985
Cluster analyses were employed in 2 studies to explore the possibility that discernible subtypes exist within the population of peer-rejected boys. In Study 1, 41 rejected 9- and 10-year-old boys were identified using nomination sociometrics. 8 teacher rating, behavior observation, and social problem solving interview measures were entered into the analysis. In Study 2, 48 9-, 10-, and 11-year-old rejected boys were identified using rating sociometrics. 9 teacher rating and peer rating measures were entered into the cluster analysis. 2 large clusters emerged in each of the 2 samples. Consistent patterns were seen across both studies when children within each cluster were compared with each other and with those in a popular comparison group. Boys in one cluster exhibited high aggression, low self-control, behavior problems, and withdrawn behavior. Boys in the other cluster exhibited withdrawal but did not obtain elevated scores on measures of aggression, behavior problems, or self-control. Findings of rejected-child heterogeneity have significant implications for the design of treatment programs and further research on peer relationship difficulties of children. 相似文献
18.
This study examined the relationships between peer, teacher and self-assessments on adolescent direct and indirect aggressive behaviour taking place at school. Subjects, a total of 2002, numbered 725 early, 575 middle and 702 late adolescent girls and boys. Measures on direct aggression included bullying, fighting and arguing, and measures on indirect aggression focused on backbiting and intriguing. The results revealed that, as a rule, the correlation between the peers and the teachers was higher than the agreement between the teachers and the self, which, in turn, was higher than that between the peers and the self. Consistency was also found to be higher with direct than with indirect aggression. Regarding age differences, the teacher-peer agreement was higher for the early and middle adolescents than for the late adolescents, while the teacher-self and the peer-self consistencies showed curvilinear relationships. Examining gender-related variance revealed that the peer-teacher correlation on direct aggression was higher for boys than for girls. No gender differences were found in assessments of indirect aggression. The results suggest, firstly, that self-ratings are not well interchangeable with peer or teacher assessments, which, in turn, are in line with each other, and, secondly, that there is a higher concordance in assessing direct than indirect aggression. 相似文献
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20.
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