Functions of Aggression and Peer Likeability in Elementary School Children across Time

Autor/inn/en	McClain, Cara M.; Elledge, L. Christian; Manring, Sam; Whitley, Marisa L.; Vernberg, Eric M.
Titel	Functions of Aggression and Peer Likeability in Elementary School Children across Time
Quelle	In: Journal of Applied School Psychology, 38 (2022) 2, S.95-122 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2021.1911897
Schlagwörter	Aggression; Peer Relationship; Elementary School Students; Longitudinal Studies; Peer Acceptance; Gender Differences; Predictor Variables; Multivariate Analysis + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Prädiktor; Multivariate Analyse
Abstract	We examined associations between proactive and reactive aggression and peer likability across two academic years. Analyses were based on a sample of 442 elementary school children. Proactive and reactive aggression were assessed through self-report and peer likability was assessed via a peer nomination inventory. Data were collected in the fall and spring of two academic years. Findings from cross-lagged multiple group longitudinal panel models where pathways were freely estimated for boys and girls provided evidence that the relation between reactive aggression and reciprocated liking and received only liking nominations was negative and transactional for girls. Proactive aggression had mixed associations with likability between boys and girls. Our findings suggest that preventative interventions that focus on reducing reactive aggression or increasing peer likability have the potential to shift children away from trajectories of long-term maladjustment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01