Reactive and Proactive Subtypes of Relational and Physical Aggression in Middle Childhood: Links to Concurrent and Longitudinal Adjustment

Autor/inn/en	Mathieson, Lindsay C.; Crick, Nicki R.
Titel	Reactive and Proactive Subtypes of Relational and Physical Aggression in Middle Childhood: Links to Concurrent and Longitudinal Adjustment
Quelle	In: School Psychology Review, 39 (2010) 4, S.601-611 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Aggression; School Psychologists; Student Adjustment; Correlation; Behavior Problems; Grade 3; Grade 4; Regression (Statistics); Gender Differences; Teacher Attitudes; Measures (Individuals); Social Behavior; Elementary School Students + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Regression; Regressionsanalyse; Geschlechterkonflikt; Lehrerverhalten; Messdaten; Social behaviour; Soziales Verhalten
Abstract	Peer aggression in children is a serious issue that school psychologists often encounter on a daily basis. To develop a better understanding of aggression, it is important to look at specific subtypes of aggression and how they are related to adjustment difficulties. Past research has examined the links between reactive and proactive physical aggression and adjustment difficulties, but fewer studies have examined functional subtypes of relational aggression. Furthermore, little research has examined the associations between reactive and proactive relational aggression and adjustment difficulties in middle childhood. This study examined how reactive and proactive subtypes of both physical aggression and relational aggression were associated with adjustment difficulties (internalizing and externalizing problems) at Time 1 (third grade) and Time 2 (fourth grade) in a sample (n = 125) of children. Regression analyses showed that reactive relational aggression was associated with concurrent internalizing problems. Associations between aggression and externalizing difficulties varied by gender. These data suggest the importance of taking into account functional subtypes of both relational aggression and physical aggression when studying adjustment difficulties. The implications of these findings are discussed. (Contains 2 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10