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95 boys at 3 developmental levels (ages 6–8, 8–10, 10–12) were selected on the basis of sociometric and aggression ratings to represent 4 groups: (1) aggressive and rejected, (2) aggressive (not rejected), (3) rejected (not aggressive), or (4) neither aggressive nor rejected. Behavioral observations, teacher ratings, peer ratings, and open-ended peer interviews were collected to characterize the behaviors of these boys in 3 social domains (conduct problems, sociability/withdrawal, and adaptability/responsivity to peer expectations). Distinct problem profiles emerged. Aggressive-rejected boys exhibited more diverse and severe conduct problems that did aggressive boys, along with greater deficiencies in the domain of adaptability. Nonaggressive rejected children were considered by teachers and peers to be shy and passive, deficient in prosocial behaviors, atypical, and socially insensitive. Grade-level decreases in physical aggression and increases in peer-reported atypical/insensitive behaviors corresponded to developmental differences in group characteristics. 相似文献
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Kenneth A. Dodge John D. Coie Gregory S. Pettit Joseph M. Price 《Child development》1990,61(5):1289-1309
The social transactions of popular, rejected, neglected, and average first- and third-grade boys were examined during their initial encounters with peers. 23 groups of 5 or 6 boys each were observed for 45-min free-play sessions conducted on 5 consecutive days, with sociometric interviews following each session. Social preference in the play groups correlated significantly with classroom social preference after the third and subsequent play sessions for the third graders, and after the fourth and subsequent sessions for the first graders. The observational coding system distinguished 4 types of aggressive behavior that were hypothesized to relate to peer status in different ways. The first, rough play, was not related to peer status. However, rejected boys at both ages displayed significantly higher rates of angry reactive aggression and instrumental aggression than average boys. The relation between bullying and peer status varied with the age of the child. Popular first graders engaged in more bullying than average first graders, but popular third graders did not differ from average in bullying. Other questions concerned the temporal relation between play group behaviors and social preference scores within the group. Socially interactive behaviors anteceded high preference by peers, and low preference in turn led to social isolation in subsequent sessions. 相似文献
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Resource Control Theory (Hawley, 1999) posits a group of bistrategic popular youth who attain status through coercive strategies while mitigating fallout via prosociality. This study identifies and distinguishes this bistrategic popular group from other popularity types, tracing the adjustment correlates of each. Adolescent participants (288 girls, 280 boys; Mage = 12.50 years) completed peer nominations in the Fall and Spring of the seventh and eighth grades. Longitudinal latent profile analyses classified adolescents into groups based on physical and relational aggression, prosocial behavior, and popularity. Distinct bistrategic, aggressive, and prosocial popularity types emerged. Bistrategic popular adolescents had the highest popularity and above average aggression and prosocial behavior; they were viewed by peers as disruptive and angry but were otherwise well-adjusted. 相似文献
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《Early childhood research quarterly》2006,21(3):347-359
The purpose of the current investigation was to examine both social behaviors (i.e., aggression, shyness-withdrawal, and prosocial tendencies) and social understanding (i.e., attitudes and responses to such behaviors in hypothetical peers) of empathic and low-empathic children. Participants were 136 children in kindergarten and grade one. Parents completed ratings of child empathy, shyness, aggression, and prosocial tendencies. Children were presented with vignettes depicting prosocial, aggressive, or shy peers, and asked questions concerning their understanding and responses towards these behaviors. Results indicated that as compared to low-empathic peers, more empathic children were reported to exhibit greater prosocial behavior and less aggression and social-withdrawal. In addition, empathic children demonstrated a more sophisticated understanding of shyness and aggression as compared to less empathic peers. These results suggest that empathic children are more socially sensitive, both in terms of their social understanding of others as well as their own social behaviors. 相似文献
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Group Social Context and Children's Aggressive Behavior 总被引：6，自引：0，他引：6
Melissa E. DeRosier Antonius H. N. Cillessen John D. Coie Kenneth A. Dodge 《Child development》1994,65(4):1068-1079
Very little is known about the influence of the social-psychological context on children's aggressive behavior. The purpose of this research was to examine the interrelations of group contextual factors and the occurrence of aggressive behavior in 22 experimental play groups of 7- and 9-year-old African-American boys. Group context was examined before, during, and after an aggressive act as well as during nonaggressive periods. The results showed that there are dimensions of group context (i.e., negative affect, high aversive behavior, high activity level, low group cohesion, competitiveness) that were related to the occurrence of aggressive behavior between 2 children in the group. Group context influenced how children reacted to aggression between its members (e.g., siding with the victim), which in turn influenced the quality of the postaggression group atmosphere. This study suggests that individual-within-context information be incorporated into theories of aggression among children. 相似文献
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Relational Aggression, Gender, and Social-Psychological Adjustment 总被引：40，自引：2，他引：40
Prior studies of childhood aggression have demonstrated that, as a group, boys are more aggressive than girls. We hypothesized that this finding reflects a lack of research on forms of aggression that are relevant to young females rather than an actual gender difference in levels of overall aggressiveness. In the present study, a form of aggression hypothesized to be typical of girls, relational aggression, was assessed with a peer nomination instrument for a sample of 491 third- through sixth-grade children. Overt aggression (i.e., physical and verbal aggression as assessed in past research) and social-psychological adjustment were also assessed. Results provide evidence for the validity and distinctiveness of relational aggression. Further, they indicated that, as predicted, girls were significantly more relationally aggressive than were boys. Results also indicated that relationally aggressive children may be at risk for serious adjustment difficulties (e.g., they were significantly more rejected and reported significantly higher levels of loneliness, depression, and isolation relative to their nonrelationally aggressive peers). 相似文献
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D W Shantz 《Child development》1986,57(6):1322-1332
Children's conflicts with one another during free play were observed to determine the relation between a child's rate of conflict participation and his or her rate of aggressive behavior during conflict episodes, and between these variables and the degree to which the child was liked or disliked by peers. 4 ad hoc play groups of 12 boys and 4 groups of 12 girls were formed. Each group included an equal number of first and second graders, and was observed for 10 1-hour play sessions. Sociometric interviews were conducted both before and after the set of 10 play sessions. Rate of conflict participation was positively related both to the percentage of physical (but not verbal) aggression exhibited per conflict episode and to the frequency of both types of aggression over the entire session. Although being liked by peers was not related to either conflict or aggression, being disliked was: Postsession dislike scores were primarily related to rate of conflict participation, not to the incidence of aggressive behavior. These patterns were characteristic of both boys and girls. 相似文献
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Peter Zettergren 《Psychology in the schools》2005,42(7):745-757
This longitudinal study examined the relation between stable sociometric status among same‐gender classmates at age 10–11 and peer situation and social adjustment at age 15. Rejected, popular, and average groups of both genders (N = 90) were selected from a representative school sample. Rejected boys and girls preserved their low position among same‐gender class peers at age 15. They also had low status among cross‐gender class peers. Furthermore, rejected children perceived their peer situation as worse compared to other children. As expected, adolescents had most of their peers in ordinary or conventional peer categories, that is, same‐age peers, class peers, and other school peers. Rejected participants had a smaller number of conventional peers than other children in some categories (same‐age and school peers). There were, however, no peer‐status differences in nonconventional peer categories, like different‐age and antisocial peers; neither were there differences in own antisocial tendencies. Antisocial deviancy seems to be more common among boys and their peers than among girls. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 745–757, 2005. 相似文献
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The relationship of conceptual tempo to fantasy and overt aggression and its control was examined in order to test the generalizability of this cognitive style to domains of social and personality functioning. Fifth-grade boys and girls were administered the Matching Familiar Figures Test and a projective measure of fantasy aggression and its control and were rated sociometrically by peers and teachers on physical, verbal, and indirect forms of overt aggression. While reflective and impulsive children did not differ in degree of fantasy aggression expressed, impulsive children, especially boys, were found to exercise less control over their aggressive thoughts than the other 3 conceptual tempo groups. Impulsive and slow-inaccurate children were also more overtly aggressive, especially in comparison with fast-accurates. In addition, fantasy aggression predicted overt aggression in impulsives but not in reflectives. This study presents new evidence that conceptual tempo relates to areas beyond problem solving involving the child's social-emotional makeup. 相似文献
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Research Findings: Pretend play is an essential part of child development and adjustment. However, parents, teachers, and researchers debate the function of aggression in pretend play. Different models of aggression predict that the expression of aggression in play could either increase or decrease actual aggressive behavior. The current study examined pretend play and classroom behavior in preschoolers. Children (N = 59) were administered a measure of pretend play, and teacher ratings of classroom behavior were obtained. Pretend play skills were positively associated with prosocial behavior in the classroom and negatively associated with physical aggression in the classroom. In particular, expression of oral aggression in play related to less physical aggression and more prosocial behavior in the classroom. Practice or Policy: These findings suggest that pretend play should be encouraged, as these skills relate to positive behaviors in the classroom. In addition, it was found that aggression in pretend play was not an indicator of actual aggressive behavior, as it related to positive behaviors in the classroom. Implications for parents and teachers are discussed. 相似文献
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This study examines factors associated with the relative stability of peer rejection among elementary school-aged children. Forty-four initially rejected children (some of whom improved their social status while others remained rejected over a 2-year period) were recruited from a larger sociometric sample. Prospective analyses were conducted to determine whether peer nominated aggression and children's perceptions of their own status in fourth grade were predictive of status improvement by the end of fifth grade. In addition to prospective analyses, initially rejected children and their mothers were invited to participate in a retrospective interview about their social experiences over the past 2 school years. Results of prospective and retrospective analyses suggested that perceived social status, participation in extracurricular activities, locus of control, and parental monitoring were all positively related to status improvement among initially rejected children. Surprisingly, aggressive behavior also was positively related to status improvement among initially rejected boys. 相似文献
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Marion Porath 《International journal for the advancement of counseling》1998,20(4):289-299
Gender differences in young highly able children's psychosocial development were investigated using child and teacher ratings of prosocial behavior and peer acceptance. Developmental patterns were addressed by studying two groups – children in the primary grades (1 and 2) and children in grades 3 to 7. No gender differences were found on teacher or child ratings in the younger group. In the older group, gender differences favoring girls were found on teacher ratings of prosocial behavior and peer acceptance. Comparisons of child and teacher ratings by gender showed that the older boys viewed themselves as demonstrating more social skills and as being more accepted by peers than their teachers did. Implications for education and counselling are discussed. 相似文献
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Julie A. Hubbard 《Child development》2001,72(5):1426-1438
The goal of the current study was to investigate sociometric status, aggression, and gender differences in children's expression of anger, happiness, and sadness. Participants were 111 second-grade African American boys and girls, half rejected and half average sociometric status, and half aggressive and half nonaggressive as assessed by their peers. Children interacted with a confederate in two standardized competitive game paradigms. Participants' expressions of anger, happiness, and sadness were observationally coded across facial, verbal intonation, and nonverbal modalities. Rejected children expressed more facial and verbal anger than average-status children. Rejected children also expressed more nonverbal happiness than average children, but only during turns of the game that were favorable to the participant. Finally, boys expressed more facial, verbal, and nonverbal anger than girls. 相似文献
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Peer group status as a moderator of group influence on children's deviant, aggressive, and prosocial behavior 总被引：2，自引：1，他引：1
Group status was examined as a moderator of peer group socialization of deviant, aggressive, and prosocial behavior. In the fall and 3 months later, preadolescents and early adolescents provided self-reported scores for deviant behavior and group membership, and peer nominations for overt and relational aggression, prosocial behavior, and social preference. Using the social cognitive map, 116 groups were identified involving 526 children (282 girls; M age=12.05). Hierarchical linear modeling revealed that high group centrality (visibility) magnified group socialization of relational aggression, deviant behavior, and prosocial behavior, and low group acceptance magnified socialization of deviant behavior. Results suggest group influence on behavior is not uniform but depends on group status, especially group visibility within the larger peer context. 相似文献
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Developmental pathways from child maltreatment to peer rejection 总被引：7，自引：0，他引：7
Using a prospective longitudinal design, rejection by peers, aggressive behavior, and social withdrawal were examined among a representative community sample of 107 maltreated children and an equal number of non-maltreated children. Results revealed that chronic maltreatment was associated with heightened risk of rejection by peers. Chronically maltreated children were more likely to be rejected by peers repeatedly across multiple years from childhood to early adolescence. Maltreatment chronicity was also associated with higher levels of children's aggressive behavior, as reported by peers, teachers, and children themselves. Aggressive behavior accounted in large part for the association between chronic maltreatment and rejection by peers. Socially withdrawn behavior was associated with peer rejection, but did not account for the association between chronic maltreatment and peer rejection. These results held for both girls and boys, followed from childhood through early adolescence. Moreover, the links among chronic maltreatment, aggressive behavior, and peer rejection were already established by early school age. Implications of these results for developmental theory and intervention are discussed. 相似文献
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This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (Mage = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class. 相似文献
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This study of 32 aggressive (AG) and 32 nonaggressive (NA) boys applied a social information processing analysis to interactions between children and their teachers. In a cue reading task, AG and NA subjects estimated teacher anger in ambiguous situations where the targets of the teacher behavior were the subjects, NA peers, and AG peers. AG boys predicted that greater teacher anger would be directed toward themselves than did NA boys. However, this could not be interpreted as an attributional bias specific to AG boys, because both NA and AG boys predicted that greater hostility would be directed toward AG boys. Target status was the primary determinant of cue interpretation. AG boys were more likely than NA boys to choose aggressive solutions to problems involving teachers and to judge aggressive solutions to be competent. The results suggested that NA subjects were actually more effective than AG subjects in enacting an aggressive response. 相似文献