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1.
Although boys too are involved in relational aggression, their experiences are overshadowed by the focus on relational aggression among girls. This paradox mirrors the empirical puzzle that forms the starting point for this article: while teachers saw relational aggression as a ‘girl problem’, we found a vast undercurrent of relational aggression among boys. Drawing on ethnographic fieldwork and interviews with staff and students in Norwegian schools, we ask how boys’ relational aggression can be left unnoticed by school staff. We demonstrate that there is a gap between the experiences boys have of being victims of relational aggression and their expression of this, in terms of both their inability to talk about it and its undramatic form. We argue that this represents a blind spot for school staff and for the boys themselves, and suggest that gendered knowledge production contributes to reproducing the invisibility of relational aggression among boys. 相似文献
2.
Parental response, physical coercion and warmth and their relationships with childhood aggression were assessed with 277 children (142 boys; M age = 56.5 months, SD = 10.93 months) in Hong Kong. Results indicated that both fathers and mothers reported significantly more intervention strategies in response to hypothetical vignettes of physical aggression than relational aggression. Both fathers’ and mothers’ self-reported physical coercion was positively correlated with boys’ and girls’ composite scores of physical and relational aggression as reported by teachers, fathers and mothers, whereas fathers’ self-reported warmth was associated with a lower level of physical and relational aggression in boys. Furthermore, maternal warmth moderated the association between physical coercion and girls’ relational aggression. Findings suggest that parents’ normative beliefs regarding relational aggression should be challenged and the general acceptability of parental control in the Chinese context does not necessarily imply the absence of a link with childhood aggression. 相似文献
3.
Overt and Relational Victimization: A Meta‐Analytic Review of Their Overlap and Associations With Social–Psychological Adjustment 
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下载免费PDF全文 This meta‐analytic review includes 135 studies, representing 17 countries, of child and adolescent (ages 4–17) samples of overt and relational peer victimization and examines the magnitude of overlap between forms of victimization and associations with five social–psychological adjustment indices. Results indicate a strong intercorrelation between forms of victimization ( = .72). No gender difference with regard to relational victimization was found, but boys were slightly higher in overt victimization. Overt victimization is more strongly associated with overt aggression; relational victimization is more strongly related to internalizing problems, lower levels of received prosocial behavior from peers, and relational aggression. Both forms are related to externalizing problems. Age and method of assessment were explored as potential sources of variability in effect sizes. 相似文献
4.
Constantinos M. Kokkinos Ioanna Voulgaridou Marianna Mandrali Chrysoula Parousidou 《Psychology in the schools》2016,53(3):253-269
The aim of this study was to investigate possible interactive links between theory of mind (ToM), moral disengagement and relational aggression, using a moderated mediation analysis, with gender as a moderator, in a sample of 120 Greek preadolescents. Results indicated that relational aggression was significantly positively associated with moral disengagement and negatively with ToM. Moderated mediation analyses indicated that boys with deficient ToM were more likely to morally disengage from their actions which in turn resulted in relational aggression, while poor ToM was directly linked to relational aggression only for preadolescent girls. Moral disengagement had a direct effect on relational aggression only for boys, while ToM was found to partially mediate the relationship between moral disengagement and relational aggression only for girls. The results emphasize that the co‐morbid effects of socio‐cognitive factors should be taken into consideration when relational aggression is explored. 相似文献
5.
Anne Williford Paula J. Fite Debbie Isen Jonathan Poquiz 《Psychology in the schools》2019,56(8):1301-1317
The purpose of the present study is to examine whether physical and relational victimization negatively impacts indicators of school climate–students’ perceptions of school safety, their attachment to school, and their help‐seeking behavior–and whether gender moderates these associations. Using a sample of 361 third through fifth‐grade students recruited from six public elementary schools, results reveal that relational and physical victimization were both uniquely associated with lower levels of school safety and school attachment, with stronger associations between school attachment and relational victimization. However, only physical victimization was negatively associated with help‐seeking, suggesting that physical victimization is more influential on help seeking as compared with relational victimization. Gender moderated the relationships between victimization and school attachment and help‐seeking with differences by form noted. No gender differences were evident in associations between the forms of peer victimization and school safety. Implications for prevention and intervention in schools are discussed. 相似文献
6.
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
7.
This study examined the mediating roles of three types of child aggression in the relation between harsh parenting and Chinese early adolescents’ peer acceptance as well as the moderating role of child gender on this indirect relation. 833 children (mean age = 13.58, 352 girls) with their parents were recruited as participants from two junior high schools in Shandong Province, People’s Republic of China. The results showed that paternal harsh parenting was only associated with boys’ aggressive behaviors and maternal harsh parenting was only associated with boys’ and girls’ verbal aggression. Adolescents’ verbal and relational aggressions were negatively associated with their peer acceptance. Verbal aggression was more strongly and negatively associated with girls’ peer acceptance. The results imply that in the Chinese cultural context, paternal harsh parenting may compromise boys’ peer acceptance through boys’ verbal and relational aggression as mediators, whereas maternal harsh parenting may impair children’s peer acceptance through children’s verbal aggression as a mediator, especially for girls. These results provide a theoretical basis for ameliorating the negative effect of harsh parenting on early adolescents’ peer acceptance by reducing their aggressive behaviors, with different strategies between boys and girls. 相似文献
8.
Jong-Hyo Park Marilyn J. Essex Carolyn Zahn-Waxler Jeffrey M. Armstrong Marjorie H. Klein H. Hill Goldsmith 《Early education and development》2013,24(2):233-258
This study investigated early child and family risk factors for relational and overt aggression in 207 children followed since birth. Risk factors were assessed during infancy and preschool, and aggression in Grades 1, 3, and 5. Independent risk factors for Aggression Severity (total of relational and overt aggression) included lower language abilities, lower levels of temperamental withdrawal/inhibition, and greater exposure to family environments characterized by maternal negativity toward the child, family negative expressiveness, and maternal depression. The major risk factor for Aggression Directionality (relative preponderance of relational versus overt aggression) was gender. Child temperament interacted with family risk factors in predicting Severity, and child gender moderated the associations of temperament and family risk factors in predicting both Severity and Directionality. 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.
Objective
The primary research objective was to explore the relationship between trajectories of maternal verbal aggression (VA) experienced by low-income, community middle school students across a three-year period and outcomes that have been found to be related to VA in previous work, including a negative view of self and social problems.Method
Longitudinal data were collected from 421 youth (51.8% male) attending two middle schools over 3 years using a multiple-informant survey design. K-means cluster analysis was used to identify trajectories of VA using youth ratings of the Conflict Tactics Scale: Parent-Child (Straus, Hamby, Finkelhor, Moore, & Runyan, 1998). Dependent variables were self-reported depression, self-esteem, delinquency, and peer victimization as well as peer-rated aggression and sensitive-isolated reputation.Results
Four trajectory groups of VA were identified: Low Stable, Increasing, Decreasing, and High Stable. The 3-year average occurrence of VA was: 1.31, 9.18, 10.24, and 31.14 instances, respectively. Gender-specific MANOVAs revealed dramatic differences between the High Stable and Low Stable groups. High Stable boys reported significantly more depressive symptoms, delinquency, peer overt and relational victimization, and were less likely to have a sensitive/isolated reputation than Low Stable boys. High Stable girls reported significantly more depressive symptoms, low self-esteem, delinquency, peer overt and relational victimization and were rated by peers as having more aggressive/disruptive and relationally aggressive reputations than Low Stable girls. Girls in the High Stable group were more likely than other youth to report levels of depressive symptoms and delinquency >1 SD above the mean, while boys in the High Stable group were more likely to report levels of delinquency >1 SD above the mean. The Increasing and Decreasing groups also demonstrated significantly poorer functioning than the Low Stable group on most outcomes. Growth curve analysis revealed that VA showed a contemporaneous association with self-reported delinquency suggesting these factors are closely related.Conclusions
Any level of VA greater than the 1–2 instances per year reported by youth in the Low Stable group was associated with less favorable outcomes. 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.
The literature suggests that teacher responses to bullying are a function of the type of aggression (overt vs. relational), the gender of the children involved, and characteristics of the teacher. We extended the literature by examining teachers' dispositional coping styles as a predictor of their responses to bullying. Preservice teachers (N = 97) completed a measure of coping styles and then responded to eight vignettes showing overt or relational aggression occurring among boys or girls. Overt aggression was viewed as a bigger problem than relational aggression, and teacher interventions were deemed more necessary for overt than relational aggression. Preservice teachers who typically use more active coping, less denial coping, and less self‐blame responded more actively to bullying, especially in response to relational aggression among boys. These findings point to the need to consider teacher coping styles when working with them to intervene effectively in responding to bullying. © 2012 Wiley Periodicals, Inc. 相似文献
13.
Allison G. Dempsey Michael L. Sulkowski Rebecca Nichols Eric A. Storch 《Psychology in the schools》2009,46(10):962-972
The increasing use of cyberspace as a social networking forum creates a new medium for youth to become victims of peer aggression. This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signify that cyber victimization deserves future empirical and clinical attention. © 2009 Wiley Periodicals, Inc. 相似文献
14.
Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed. 相似文献
15.
Shannon M. Suldo Cheryl D. Gelley Rachel A. Roth Lisa P. Bateman 《Psychology in the schools》2015,52(5):431-446
Modern definitions of complete mental health include both positive and negative indicators of psychological functioning. We examined the associations between peer relationships (victimization and receipt of prosocial acts) and multiple indicators of mental health that represent subjective well‐being (i.e., life satisfaction, positive and negative affect) and psychopathology (general internalizing symptoms and externalizing problems—aggressive behavior) among 500 high school students in Grades 9 to 11. Peer experiences explained the most variance in positive affect (R2 = 18%) and internalizing psychopathology (R2 = 19%). Different types of peer experiences drove these effects, with relational victimization particularly salient to internalizing psychopathology and prosocial acts by peers most predictive of positive affect. Moderation analyses indicated that peers’ prosocial acts did not serve a protective role in the associations between victimization and mental health. Instead, the presence of overt victimization negated the positive associations between prosocial acts and good mental health (high life satisfaction, low internalizing psychopathology). Understanding these associations illuminates the range of student outcomes possibly impacted by victimization and suggests that both limiting peer victimization and facilitating positive peer experiences may be necessary to facilitate complete mental health among high school students. 相似文献
16.
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
17.
Carolyn Zahn-Waxler Jong-Hyo Park Marilyn Essex Marcia Slattery Pamela M. Cole 《Early education and development》2013,24(2):259-282
Children's representations of conflict and distress situations at 7 years were examined as developmental precursors to relational aggression, overt aggression, and psychiatric symptoms in early adolescence. Children were identified in early adolescence. Children were identified in preschool as normally developing or with behavior problems. Overt, but not relational, aggression, was correlated with concurrent disruptive symptoms in adolescence. Childhood predictors of adolescent aggression were found only for girls: Early hostile themes predicted more relational and overt aggression, while prosocial themes predicted less relational aggression. Also for girls only, early emotions foretold later functioning: Sadness predicted a higher ratio of relational to overt aggression, while inexpressiveness predicted disruptive, anxiety, and depressive symptoms. Relational and overt aggression are discussed with regard to sex differences in symptom changes over time. 相似文献
18.
The Role of Overt Aggression, Relational Aggression, and Prosocial Behavior in the Prediction of Children's Future Social Adjustment 总被引：13，自引：1，他引：13
Nicki R. Crick 《Child development》1996,67(5):2317-2327
2 limitations of past research on social adjustment were addressed: (1) the tendency to focus on forms of aggression that are typical of boys (e.g., overt aggression) and to neglect forms that are more typical of girls (e.g., relational aggression) and (2) the tendency to study negative behaviors (e.g., aggression), to the exclusion of positive behaviors (e.g., prosocial acts). Using a longitudinal design ( n = 245; third- through sixth-grade children, 9–12 years old), assessments of children's relational aggression, overt aggression, prosocial behavior, and social adjustment were obtained at 3 points during the academic year. Findings showed that, as has been demonstrated in past research for overt aggression, individual differences in relational aggression were relatively stable over time. Additionally, relational aggression contributed uniquely to the prediction of future social maladjustment, beyond that predicted by overt aggression. Finally, prosocial behavior contributed unique information (beyond that provided by overt and relational aggression) to the prediction of future social adjustment. 相似文献
19.
The current study examined relational aggression in kindergarten children and how it relates to aspects of their friendships over a 2-month period. Participants were 74 boys and girls (ages 5 and 6). Teacher report and peer nominations assessed relational and physical aggression. Children also rated each child in their class on liking and identified their friends. Hierarchical multiple regression analyses showed that peer nominations of relational aggression were negatively related to Time 1 liking, Time 1 number of mutual friends, and friendship stability even when teacher ratings of physical aggression were controlled. Physical aggression was also significantly related to these variables. Relational aggression (but not physical aggression) significantly predicted declines in the number of mutual friendships and liking two months later. 相似文献
20.
Theresa L. Estrem 《Early education and development》2005,16(2):207-232
This study examined the relation between language skills, gender, and relational/ physical aggression. Language skills of 100 preschoolers were assessed with 3 standardized instruments. Relational/physical aggression was rated by the children's teachers. Results indicated that relational and physical aggression tended to increase as language scores decreased. When the alternative form of aggression was held constant, girls' expressive language skills predicted relational aggression more than boys', and receptive language skills predicted physical aggression more than relational aggression, especially for boys. Classroom variables predicted relational aggression more than physical aggression. Results suggest that receptive and expressive language are important in predicting form and level of aggression. Implications for early identification of girls at risk for problem behavior in the preschool years are discussed. 相似文献