A Description and Illustration of the Triadic Relations Model: Who Perceives Whom as Bullying Whom?

Autor/inn/en	Card, Noel A.; Rodkin, Philip C.; Garandeau, Claire F.
Titel	A Description and Illustration of the Triadic Relations Model: Who Perceives Whom as Bullying Whom?
Quelle	In: International Journal of Behavioral Development, 34 (2010) 4, S.374-383 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025410371418
Schlagwörter	Bullying; Peer Relationship; Grade 3; Grade 4; Interpersonal Relationship; Models; Aggression + Suchen Sie Ihr Suchwort? Mobbing; Peer-Beziehungen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Analogiemodell
Abstract	Analyses of children's peer relations have recently begun considering interpersonal behaviors and perceptions from the perspective of the Social Relations Model. An extension of this model, the Triadic Relations Model (TRM), allows for consideration and analysis of more complex three-person data to understand triadic processes; separate individual, dyadic, and triadic variance; and model co-occurrences among dyadic phenomena. The goal of this article is to provide a didactic introduction to the TRM and its potential for studying peer relations. The TRM is applied to data from nine classes (N = 162) of third and fourth grade boys and girls involving perceptions (peer nominations) of actors' (aggressors') behavior toward partners (victims). We report and illustrate interpretation of 7 variance and 16 covariance estimates from this TRM analysis of who perceives whom as bullying whom. In particular, triadic analyses revealed a tendency for children to perceive others as sharing the same aggressors and the same targets for aggression as themselves. We discuss implications of findings for studying aggression, as well as extensions of this model, such as incorporating multiple constructs or connecting the TRM estimates with individual and dyadic variables, and challenges of using the TRM. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10