Relational and Overt Aggression in Childhood and Adolescence: Clarifying Mean-Level Gender Differences and Associations with Peer Acceptance

Autor/inn/en	Smith, Rhiannon L.; Rose, Amanda J.; Schwartz-Mette, Rebecca A.
Titel	Relational and Overt Aggression in Childhood and Adolescence: Clarifying Mean-Level Gender Differences and Associations with Peer Acceptance
Quelle	In: Social Development, 19 (2010) 2, S.243-269 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2009.00541.x
Schlagwörter	Aggression; Females; Peer Acceptance; Gender Differences; Social Development; Adolescents; Prediction + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Geschlechterkonflikt; Soziale Entwicklung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Vorhersage
Abstract	Research on relational aggression has drawn attention to how girls may be likely to aggress, but the role of gender is not fully understood. There are opposing views regarding whether relational aggression is most common among girls. Current findings demonstrate that when gender differences in relational aggression are assessed with peer nominations, gender differences favoring girls are more likely: (1) in adolescence than childhood; and (2) when statistical overlap with overt aggression is controlled. Results also indicated that associations of relational aggression with peer acceptance depend on the aggressor's gender, the peer rater's gender, and whether overlap with overt aggression is controlled. Associations of relational aggression with lower acceptance became non-significant when overt aggression was controlled, suggesting that relational aggression displayed in isolation may not damage acceptance. In fact, in mid-adolescence, girls' relational aggression predicted "greater" liking by boys. Reducing relational aggression among adolescent girls may be especially challenging if the behavior is linked with acceptance by boys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10