Identifying Relationally Aggressive Students: How Aligned are Teachers and Peers?

2022 ◽  
Author(s):  
Chandler E. Puhy ◽  
Brian P. Daly ◽  
Stephen S. Leff ◽  
Tracy E. Waasdorp
Keyword(s):  
Relationally Aggressive

Relational Aggression in Sibling Relationships

2018 ◽  
Author(s):  
Nicole Campione-Barr ◽  
Sonia E. Giron ◽  
Christopher Odudu
Keyword(s):  
Relational Aggression ◽  
Physical Aggression ◽  
Sibling Relationships ◽  
Sibling Relationship ◽  
Future Research ◽  
Research Directions ◽  
Relationally Aggressive ◽  
Future Research Directions ◽  
Developmental Course

Given the uniqueness of siblings, it is important to consider the presence and role of relational aggression within the sibling relationship. Due to the time spent together and the information disclosed between siblings, during conflict, such information could be used in threatening or relationally aggressive ways. Relationally aggressive actions do not pose a threat to end the sibling relationship, making it a safe relationship to practice such strategies. While parents are likely to be aware of physical aggression between siblings, and attempt to stop it, relational aggression may be difficult for parents to catch and address, reinforcing its effectiveness as a strategy of control. This chapter describes the developmental course of relational aggression within the sibling relationship, as well as associations between relational aggression in the sibling relationship and relationships with others. Finally, we highlight the conclusions and limitations of this research and offer ideas for future research directions.

scholarly journals Relational Aggression in Preschool Students: An Exploration of the Variables of Sex, Age, and Siblings

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
Karen A. Morine ◽  
Laura M. Crothers ◽  
James B. Schreiber ◽  
Jered B. Kolbert ◽  
Tammy L. Hughes ◽  
...  
Keyword(s):  
Aggressive Behavior ◽  
Relational Aggression ◽  
Research Question ◽  
Teacher Assessment ◽  
Peer Ratings ◽  
Factorial Anova ◽  
Preschool Students ◽  
Relationally Aggressive ◽  
Sibling Interaction ◽  
Older Siblings

In this study, researchers wished to ascertain whether there were age (three- and four-year old), sibling (with or without older siblings), and sex (male and female) differences in the use of relational aggression in preschool students as rated by peers and teachers. In order to answer this research question, two 2 × 2 × 2 factorial ANOVA procedures with the relational aggression composite score as the dependent variable on the PSBS-P and PSBS-T were used for peer and teacher assessment, respectively, of relational aggression. Results revealed that in the peer ratings of preschool students' relationally aggressive behavior, there was an disordinal age by sibling interaction, in which four-year-old children with siblings were significantly more likely to be rated by their peers as using relational aggression than three-year-old children without siblings. In the teacher ratings of preschool students' relationally aggressive behavior, a main effect for age was observed. Teachers rated four-year old children as evidencing significantly higher levels of relational aggression as compared to three-year-olds. No sex differences were observed in the use of relational aggression either at age three or age four in this sample. Implications for these findings are presented.

scholarly journals Children's sociable and aggressive behaviour with peers: A comparison of the US and Australia, and contributions of temperament and parenting styles

2003 ◽  
Vol 27 (1) ◽  
pp. 74-86 ◽  
Author(s):  
Alan Russell ◽  
Craig H. Hart ◽  
Clyde C. Robinson ◽  
Susanne F. Olsen
Keyword(s):  
United States ◽  
Parenting Styles ◽  
Aggressive Behaviour ◽  
The United States ◽  
Moderating Effects ◽  
Authoritarian Parenting ◽  
Relationally Aggressive ◽  
The Us ◽  
Us Children ◽  
Culture Differences

Links between both temperament and parenting, and children's sociable and aggressive behaviour with peers (physical and relational), were examined. The research was undertaken in two Western cultures (the United States and Australia) assumed to be similar in socialisation practices and emphases. The moderating effects of parent sex and child sex were also examined. Parents completed questionnaires on parenting styles and child temperament. Preschool teachers rated children's aggressive and sociable behaviour. US children were rated higher on both types of aggression by teachers and on sociability, activity, and emotionally by parents. Girls were rated as more relationally aggressive and more prosocial than boys, with boys higher on physical aggression. Mothers were more authoritative, with fathers more authoritarian, although the latter was mainly a result obtained from US parents. In both the United States and Australia, temperament consistently predicted child sociable and aggressive behaviours, with some evidence of fathers' authoritarian parenting also contributing. The results show the relevance for parenting and child development of gender, and the importance of culture differences even between two Western and individualist countries.

An Initial Examination of Girls' Cognitions of Their Relationally Aggressive Peers as a Function of Their Own Social Standing

2003 ◽  
Vol 49 (1) ◽  
pp. 28-54 ◽  
Author(s):  
Stephen S. Leff ◽  
Janis B. Kupersmidt ◽  
Thomas J. Power
Keyword(s):  
Social Standing ◽  
Initial Examination ◽  
Relationally Aggressive

Collaboratively Designing and Evaluating an Intervention for Relationally Aggressive Girls

2004 ◽  
Author(s):  
Stephen S. Leff ◽  
Jennifer G. Angelucci ◽  
Letitia Grabowski ◽  
Jennifer Weil
Keyword(s):  
Relationally Aggressive

The Peer Nature of Relational Aggression

2018 ◽  
Author(s):  
Marlene J. Sandstrom
Keyword(s):  
Relational Aggression ◽  
Costs And Benefits ◽  
Social Constructs ◽  
Peer Experiences ◽  
Relationally Aggressive ◽  
Peer Dynamics ◽  
Core Questions ◽  
Aggressive Children ◽  
Peer Liking ◽  
Group Acceptance

Relational aggression (RA), which involves the manipulation of a target’s relationships, peer status, or reputation, is an inherently interpersonal weapon. This chapter focuses on the peer context of RA, and addresses core questions about the association between RA and social constructs such as group acceptance, rejection, popularity, and friendship. What are the interpersonal costs and benefits of RA? What factors might explain why some relationally aggressive children are able to achieve and maintain popularity and social centrality despite being disliked? How does RA play out within mutual friendships? And how do the peer dynamics surrounding RA shift across development? The chapter begins with a discussion of RA in relation to group-level peer experiences (i.e., peer liking/acceptance; disliking/rejection; perceived popularity) and then turns to an exploration of RA within the context of friendships. It concludes with a discussion of selection and influence effects in regard to relationally aggressive behavior.

Cultural Contexts of Relational Aggression

2018 ◽  
Author(s):  
Yoshito Kawabata
Keyword(s):  
Relational Aggression ◽  
Peer Relationships ◽  
Social Cognitive ◽  
Cultural Influences ◽  
Future Research ◽  
International Studies ◽  
Cultural Contexts ◽  
Peer Socialization ◽  
Relationally Aggressive ◽  
Aggressive Children

Theories and models suggest cultural influences on children’s family and peer socialization. It is conceivable, therefore, that the development of relational aggression, which is a part of developmentally salient social experiences, may appear differently, depending on cultural contexts. The goal of this chapter is to summarize cross-cultural, international studies that have examined the development of relational aggression in various cultural contexts. Specifically, studies are reviewed that have evaluated psychometric properties of measures and have explored social-cognitive processes, peer relationships, victimization experiences, and psychopathology among relationally aggressive children and adolescents across cultures. Finally, developmental and clinical implications and directions for future research are discussed.

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