Individual and Peer Group Normative Beliefs about Relational Aggression

Autor/inn/en	Werner, Nicole E.; Hill, Laura G.
Titel	Individual and Peer Group Normative Beliefs about Relational Aggression
Quelle	In: Child Development, 81 (2010) 3, S.826-836 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01436.x
Schlagwörter	Aggression; Peer Groups; Norms; Beliefs; Children; Longitudinal Studies; Child Development; Developmental Stages; Social Cognition; Hypothesis Testing; Middle School Students; Role; Models; Social Behavior + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; Normwert; Belief; Glaube; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kindesentwicklung; Soziale Kognition; Hypothesenprüfung; Hypothesentest; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rollen; Analogiemodell; Social behaviour; Soziales Verhalten
Abstract	Studies show that children who use relational aggression process social information in unique ways; however, findings have been inconsistent and limited by methodological weaknesses. This short-term longitudinal study examined developmental changes in 245 (49% female; ages 8-13) 3rd through 8th graders' normative beliefs about relational aggression and tested the hypothesis that individual and classroom-level norms predict relational aggression 1 year later. Results showed that the transition to middle school was marked by increased approval of relational aggression, and individual norms predicted future relational aggression. Importantly, a contextual model showed that students in peer groups highly supportive of relational aggression became increasingly aggressive. Findings extend social information processing theories of relational aggression to focus on the role of peer group cognitions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10