Heterogeneity in the Relationship between Popularity and Aggression: Individual, Group, and Classroom Influences

Autor/inn/en	Estell, David B.; Farmer, Thomas W.; Pearl, Ruth; Van Acker, Richard; Rodkin, Philip C.
Titel	Heterogeneity in the Relationship between Popularity and Aggression: Individual, Group, and Classroom Influences
Quelle	In: New Directions for Child and Adolescent Development, (2003) 101, S.75-85 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cd.83
Schlagwörter	Peer Acceptance; Correlation; Aggression; Males; Urban Areas; Suburbs; Measures (Individuals); Adolescents; Profiles; Peer Relationship; Social Development; Social Environment; Interpersonal Competence; Multivariate Analysis; Crime + Suchen Sie Ihr Suchwort? Korrelation; Male; Männliches Geschlecht; Urban area; Stadtregion; Einzugsbereich; Messdaten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Charakterisierung; Profilanalyse; Peer-Beziehungen; Soziale Entwicklung; Soziales Umfeld; Interpersonale Kompetenz; Multivariate Analyse; Crimes; Delict; Delicts; Delikt
Abstract	This chapter focuses on the relationship between popularity and aggression. Subgroups of prosocial-popular, aggressive-popular, and aggressive-unpopular boys from a sample of 286 boys from urban and suburban areas of a major midwestern city are examined in terms of their behavioral and social-ecological correlates. The measures of social prominence largely followed hypothesized patterns, although they overlapped more than expected. In general, these data indicate that salience and likeability follow somewhat distinct patterns. Peer group and individual profiles were significantly related, although with a great deal of variability. Affiliations did not follow lines of strict similarity; rather, there may be complementary social roles. Consistent with past studies, the acceptability of aggression in the peer group affected the prevalence of the Tough configuration. These results add to a number of studies that call into question the three-step hypothesis concerning the progression toward adolescent deviance and criminality (Bierman and others, 1999), and contribute to the growing evidence for heterogeneity in pathways and processes of social development. (Contains 3 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10