Aggressive Forms and Functions on School Playgrounds: Profile Variations in Interaction Styles, Bystander Actions, and Victimization

Autor/inn/en	Frey, Karin S.; Newman, Jodi Burrus; Onyewuenyi, Adaurennaya C.
Titel	Aggressive Forms and Functions on School Playgrounds: Profile Variations in Interaction Styles, Bystander Actions, and Victimization
Quelle	In: Journal of Early Adolescence, 34 (2014) 3, S.285-310 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431613496638
Schlagwörter	Aggression; Victims; Playgrounds; Child Behavior; Profiles; Sampling; Social Cognition; Cognitive Processes; Classification; Self Control; Reinforcement; Age Differences; Role; Antisocial Behavior; Coding; Gender Differences; Grade 3; Grade 4; Grade 5; Grade 6 + Suchen Sie Ihr Suchwort? Victim; Opfer; Playground; Spielplatz; Charakterisierung; Profilanalyse; Soziale Kognition; Cognitive process; Kognitiver Prozess; Classification system; Klassifikation; Klassifikationssystem; Selbstbeherrschung; Positive Verstärkung; Age; Difference; Age difference; Altersunterschied; Rollen; Codierung; Programmierung; Geschlechterkonflikt; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Coders used real-time focal-child sampling methods to observe the playground behavior and victimization experiences of 600 third to sixth grade youth. Person-centered analyses yielded three profiles that specified aggressive function (reactive, proactive) and form (direct, indirect), and conformed to social-information-processing functional classifications of proactive, reactive, and pervasive aggressors. Consistent with social information processing models, direct reactors and pervasive aggressors evidenced poor self-regulation (argumentative, seldom agreeable), and pervasives were drawn to dominance-linked activity. The form and function of experienced victimization generally corresponded to the form and function of aggression typical of each profile. Indirect proactors were agreeable but heavily involved as perpetrators, facilitators, and victims of indirect aggression. Developmental differences in victimization, rough play, agreeable behavior, and bystander reinforcement of aggression suggest greater fluidity in social roles prior to adolescence. Possible links from rough play and bystander behavior to victimization are considered. Issues regarding the theoretical status of well-regulated retaliation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10