Aggressive Behavior and Quality of Friendships: Linear and Curvilinear Associations

Autor/inn/en	Fanti, Kostas A.; Brookmeyer, Kathryn A.; Henrich, Christopher C.; Kuperminc, Gabriel P.
Titel	Aggressive Behavior and Quality of Friendships: Linear and Curvilinear Associations
Quelle	In: Journal of Early Adolescence, 29 (2009) 6, S.826-838 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431609332819
Schlagwörter	Aggression; Friendship; Gender Differences; Adolescents; Grade 6; Grade 7; Middle School Students; Measures (Individuals); Regression (Statistics) + Suchen Sie Ihr Suchwort? Freundschaft; Geschlechterkonflikt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Messdaten; Regression; Regressionsanalyse
Abstract	The current study investigates linear and curvilinear associations between overt aggressive behavior and the adolescents' reports of the quality of their friendships over time. Moderation by gender was also investigated. The sample consisted of 246 boys and 253 girls from the sixth and seventh grades of a large public middle school. Findings suggested a curvilinear association between aggression and friendship quality for boys such that nonaggressive and highly aggressive boys tended to perceive their relationships with friends more positively than did boys who exhibited moderate levels of overt aggression. In contrast, a negative linear association was found between aggression and friendship quality for girls. These findings provide evidence that the association between friendship quality and overt aggression is a complex phenomenon and point to the importance of examining gender differences and the curvilinear association between aggression and friendship quality. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10