Children's treatment by peers: Victims of relational and overt aggression

1996 ◽  
Vol 8 (2) ◽  
pp. 367-380 ◽  
Author(s):  
Nicki R. Crick ◽  
Jennifer K. Grotpeter
Keyword(s):  
Relational Aggression ◽  
Psychological Adjustment ◽  
Past Research ◽  
Sixth Grade ◽  
Relational Victimization ◽  
Self Report ◽  
Overt Aggression ◽  
Social Psychological ◽  
Adjustment Difficulties ◽  
Relational Form

AbstractPast research on peer victimization has focused on maltreatment through overtly aggressive behaviors. Although a relational form of aggression has been identified in recent research, studies of the victims of relational aggression have not yet been conducted. The present research was designed as a first attempt to address this issue. Four goals were pursued (n = 474; third- through sixth-grade children): (a) development of a self-report measure of victimization through relational and overt aggression; (b) assessment of the relation between overt victimization and relational victimization; (c) assessment of gender, grade, and sociometric status group differences in victimization; and (d) evaluation of the relation between victimization and social-psychological adjustment. Results showed that the newly developed victimization measure had favorable psychometric properties and that most of the identified victims were the targets of cither relational or overt aggression, but not both. Further, rejected children were more relationally and overtly victimized than their better accepted peers, and boys were more overtly victimized than girls. Finally, relational victimization, overt victimization, and the lack of prosocial treatment by peers were all significantly related to social-psychological adjustment difficulties (e.g., depression, loneliness).

The role of culture in relational aggression: Associations with social-psychological adjustment problems in Japanese and US school-aged children

2010 ◽  
Vol 34 (4) ◽  
pp. 354-362 ◽  
Author(s):  
Yoshito Kawabata ◽  
Nicki. R. Crick ◽  
Yoshikazu Hamaguchi
Keyword(s):  
Depressive Symptoms ◽  
Relational Aggression ◽  
Psychological Adjustment ◽  
The United States ◽  
Social Psychological ◽  
Japanese Children ◽  
Adjustment Problems ◽  
School Aged Children ◽  
Us Children

The purpose of this study was (1) to evaluate psychometric properties that assess forms of aggression (i.e., relational and physical aggression) across cultures (i.e., Japan and the United States) and (2) to investigate the role of culture in the associations between forms of aggression and social-psychological adjustment problems such as depressive symptoms and delinquency. Participants consisted of 296 fourth-graders (197 Japanese and 99 US children). It was hypothesized that relative to US children, relational aggression would be more strongly associated with depressive symptoms for Japanese children. Findings supported our hypothesis, suggesting that Japanese children may be more vulnerable to negative interpersonal experiences, including relational aggression.

Heightened emotional sensitivity intensifies associations between relational aggression and victimization among girls but not boys: A longitudinal study

2014 ◽  
Vol 26 (3) ◽  
pp. 661-673 ◽  
Author(s):  
Melanie J. Zimmer-Gembeck ◽  
Amanda L. Duffy
Keyword(s):  
Relational Aggression ◽  
Process Model ◽  
Rejection Sensitivity ◽  
Early Adolescents ◽  
Relational Victimization ◽  
Negative Evaluation ◽  
Self Report ◽  
Emotional Sensitivity ◽  
Increased Risk ◽  
And Gender

AbstractFounded in the social process model, the aim of this study was to identify whether the associations of relational aggression with concurrent and subsequent relational victimization differed depending on early adolescents' personal vulnerabilities and gender. The vulnerabilities of interest were social-information processing variables that convey greater emotional sensitivity, including rejection sensitivity, fear of negative evaluation, and avoidance of intimacy. Participants were 358 early adolescents (176 boys, 178 girls) aged 9 to 13 years. Relational aggression and victimization were assessed via peer nominations, whereas the three indicators of emotional sensitivity were assessed via self-report. Overall, results revealed greater relational aggression at Time 1 to be associated with greater relational victimization at both Time 1 and Time 2. However, this finding was qualified by both emotional sensitivity and gender. When considered separately, girls who were relationally aggressive and emotionally sensitive were at increased risk of victimization at both assessment points. In contrast, no link was found between relational aggression and victimization for boys, although relational vulnerabilities did have unique associations with boys' relational victimization. These findings have implications for our understanding of relational aggression and victimization, as well as for the development of interventions aimed at reducing these problems.

Relational aggression, victimization, and adjustment during middle childhood

2013 ◽  
Vol 25 (3) ◽  
pp. 801-815 ◽  
Author(s):  
Jamie M. Ostrov ◽  
Stephanie A. Godleski
Keyword(s):  
Relational Aggression ◽  
Youth Development ◽  
Middle Childhood ◽  
Process Model ◽  
Sixth Grade ◽  
Relational Victimization ◽  
Multiple Informants ◽  
Third Grade ◽  
Reverse Direction ◽  
Analysis Model

AbstractA secondary analysis of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development was conducted to test the mechanisms by which relational aggression in third grade was associated both directly and indirectly with relational victimization in sixth grade. A large sample (N = 1,035; 522 girls; M = 8.3 years old; SD = 0.23) and multiple informants (teacher, child, and parent report) and methods were used to test several theoretically driven hypotheses. Our path analysis model suggested evidence for both direct and indirect pathways consistent with the sequential social process model of peer harassment. Relational aggression was significantly associated with future relational victimization even after controlling for physical aggression and gender. Loneliness mediated the direct association between relational aggression and peer victimization. A second model testing the reverse direction of effect revealed that relational victimization in third grade predicted relational aggression in sixth grade and was associated with loneliness and depressive symptoms in fifth grade, but there was no evidence for any of the indirect pathways.

scholarly journals Inexplicable Sex Differences in Homonegativity: A Proposed New Paradigm of Implicit Cognitive Systems

2015 ◽  
Vol 9 (1) ◽  
pp. 1765-1786
Author(s):  
Candice T. Stanfield ◽  
Harvey J
Keyword(s):  
Sex Differences ◽  
Past Research ◽  
Self Report ◽  
Cognitive Systems ◽  
Social Psychological ◽  
New Paradigm ◽  
Negative Attitudes ◽  
Factors Associated ◽  
Differential Exposure ◽  
Cognitive Construct

Sex differences in self-reported homonegativity is prevalent in past research, yet unexplained. We examined possible factors associated with sex differences in overall homonegativity. Heterosexuals self-reported on scales including variables of differential exposure to homosexuals, disgust sensitivity, and reporting biases. Males consistently expressed more negative attitudes toward homosexuals, especially gay men. Many variables were significantly correlated with overall homonegativity and revealed significant sex differences, however, unconvincingly. Self-report measures may lack validity, not always capturing peoples true attitudes. Utilizing a new paradigm of implicit cognitive systems may be more worthwhile in explaining social psychological representations of the abstract cognitive construct of prejudice/stereotyping.

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