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.

Relational aggression: The role of intent attributions, feelings of distress, and provocation type

1995 ◽  
Vol 7 (2) ◽  
pp. 313-322 ◽  
Author(s):  
Nicki R. Crick
Keyword(s):  
Relational Aggression ◽  
Peer Relationships ◽  
Sixth Grade ◽  
Attributional Bias ◽  
Hostile Attributional Bias ◽  
Relationally Aggressive ◽  
Play Group ◽  
Aggressive Children ◽  
Intent Attributions

AbstractIn recent research a relationally oriented form of aggression has been identified that, in contrast to overt aggression that harms others through physical means (e.g., hitting), harms others through damage to their peer relationships (e.g., angrily retaliating against a peer by excluding her from one's play group). The goal this research was to assess the role of intent attributions, feelings of distress, and provocation type (relational vs. instrumental) in children's relationally aggressive behavior. A total of 252 third- through sixth-grade children participated as subjects. A hypothetical provocation instrument was used to assess children's intent attributions and feelings of distress for ambiguous relational and instrumental provocation situations. Results showed that, as hypothesized, relationally aggressive children exhibited a hostile attributional bias and reported significantly higher levels of distress than did their nonaggressive peers for relational provocation situations. In addition, girls reported significantly higher levels of distress than did boys for relational provocation situations. Further, a comorbid group of relationally plus overtly aggressive children also exhibited a hostile attributional bias; however, their bias was evident for instrumental provocation situations only.

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.

Borderline personality features as a predictor of forms and functions of aggression during middle childhood: Examining the roles of gender and physiological reactivity

2014 ◽  
Vol 26 (3) ◽  
pp. 789-804 ◽  
Author(s):  
Adrienne M. Banny ◽  
Wan-Ling Tseng ◽  
Dianna Murray-Close ◽  
Clio E. Pitula ◽  
Nicki R. Crick
Keyword(s):  
Blood Pressure ◽  
Relational Aggression ◽  
Middle Childhood ◽  
Borderline Personality ◽  
Emotional Dysregulation ◽  
Self Report ◽  
Physiological Reactivity ◽  
Relationally Aggressive ◽  
Personality Features ◽  
Borderline Personality Features

AbstractThe present longitudinal investigation examined borderline personality features as a predictor of aggression 1 year later. Moderation by physiological reactivity and gender was also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol in which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships or exclusion) were assessed. Teachers provided reports on subtypes of aggressive behavior (i.e., reactive relational, proactive relational, reactive physical, and proactive physical), and children completed a self-report measure of borderline personality features. Path analyses indicated that borderline personality features predicted increases in reactive relational aggression and proactive relational aggression among girls who evinced heightened physiological reactivity to interpersonal stress. In contrast, borderline personality features predicted decreases in proactive physical aggression in girls. Findings suggest that borderline personality features promote engagement in relationally aggressive behaviors among girls, particularly in the context of emotional dysregulation.

scholarly journals Longitudinal Examination of Physical and Relational Aggression as Precursors to Later Problem Behaviors in Adolescents

2009 ◽  
Vol 24 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Todd I. Herrenkohl ◽  
Richard F. Catalano ◽  
Sheryl A. Hemphill ◽  
John W. Toumbourou
Keyword(s):  
Problem Behaviors ◽  
Relational Aggression ◽  
Psychosocial Problems ◽  
Washington State ◽  
Relationally Aggressive ◽  
Ongoing Behavior ◽  
Self Harm ◽  
Ninth Grade Students ◽  
School Commitment ◽  
Longitudinal Examination

Research has addressed the consequences of being a victim of physical and relational aggression but less so the consequences of being an aggressor during adolescence. Consequently, relatively little is known about the extent to which aggression in early adolescence increases the risk of later aggression and other psychosocial problems. This study involves a representative sample of seventh- and ninth-grade students from Washington State (N = 1,942). Students were surveyed on recruitment and then again 1 and 2 years later to learn about ongoing behavior problems, substance use, depression, and self-harm behaviors. Surveys also included measures of several hypothesized promotive factors: attachment to family, school commitment, and academic achievement. Findings suggest that being physically and/or relationally aggressive in grades 7 to 9 increases the risk of aggression and possibly other problem behaviors after accounting for age, gender, race, and a prior measure of each outcome. Independent promotive effects were observed in most analyses, although family attachment appeared a less robust predictor overall. Implications for prevention include acting on the behavior itself and enhancing promotive influences to lessen the risk of agression and other related problems.

Relational Aggression and Response Decision Biases in Social Information Processing in Australian Adolescent Females

2008 ◽  
Vol 25 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Joanna M. Jenkins ◽  
Janet Fletcher
Keyword(s):  
Information Processing ◽  
Moral Reasoning ◽  
Relational Aggression ◽  
Social Information Processing ◽  
Response Selection ◽  
Social Information ◽  
Efficacy Evaluation ◽  
Information Processing Model ◽  
Relationally Aggressive ◽  
Response Decision

AbstractRelational aggression is becoming increasingly recognized as a very prevalent behaviour amongst females, especially within school settings. Robust findings have supported N.R Crick and K.A. Dodge's Social Information Processing Model (1994) as being a useful model in explaining physical aggression amongst males. However, little research has examined the model with regards to relational aggression in females and research that does exist has shown inconsistent findings. The current study examined the fifth step of the model, Response Decision, in a sample of female adolescents. The four factors that have previously been identified as contributing to the response decision step were examined, including response evaluation, outcome expectancies, self-efficacy evaluation, and response selection. In view of suggestions made by W.F.Arsenio and E.A.Lemerise (2004), level of moral reasoning was also examined with regard to how relationally aggressive responses were evaluated. These factors were examined within hypothetical relationally aggressive peer situations in relationally aggressive, overtly aggressive, relationally plus overtly aggressive and non-aggressive participants. The results show that compared to non-aggressive and overtly aggressive females, relationally aggressive females show a bias in the four processes of the response decision step. Differences in levels of moral reasoning were also found between the different aggression type groups. Hence the findings provide support for Crick and Dodge's (1994) Social Information Processing model in explaining relationally aggressive behaviour. The findings are discussed with regards to their implications for educational settings.

Examining Relational Aggression in an Individual Differences Context

2018 ◽  
Author(s):  
Jennifer L. Tackett ◽  
Avantè J. Smack ◽  
Kathleen W. Reardon
Keyword(s):  
Individual Differences ◽  
Relational Aggression ◽  
Genetic Factors ◽  
Behavioral Genetics ◽  
Self Regulation ◽  
Three Dimensions ◽  
Personality Pathology ◽  
Normal Range ◽  
Relationally Aggressive ◽  
Internal And External Factors

Individual differences, such as normal-range personality, personality pathology, and genetics (specifically behavioral genetics), are variables or constructs that can be used to distinguish people. Individual differences have also been used to understand differences in antisocial behavior, including relational aggression, and can help inform the scientific conceptualization of this behavior. This chapter summarizes evidence for individual differences in relational aggression in three dimensions: normal-range personality, personality pathology, and behavioral genetics. Relationally aggressive behaviors are associated with normal-range personality traits, including high negative affect and low interpersonal and intrapersonal self-regulation. Relational aggression also overlaps with personality pathology. With regard to genetics, relational aggression can be explained by genetic factors and also shows substantial influences from environmental factors. Taken together, relational aggression is probably influenced by a number of internal and external factors, and individual differences research highlights potential heterogeneity in the construct.

Violent Comic Books and Judgments of Relational Aggression

2002 ◽  
Vol 17 (3) ◽  
pp. 373-380 ◽  
Author(s):  
Steven J. Kirsh ◽  
Paul V. Olczak
Keyword(s):  
Relational Aggression ◽  
Social Information Processing ◽  
Emotional State ◽  
Comic Books ◽  
Comic Book ◽  
Relationally Aggressive ◽  
Violent Content ◽  
Hostile Intent ◽  
Negative Emotional State ◽  
State Responses

This study investigated the effects of reading extremely violent versus mildly violent comic books on the interpretation of relational provocation situations. One hundred and seventeen introductory psychology students read either an extremely violent comic book or a mildly violent comic book. After reading the comic books, participants read five hypothetical stories in which a child, caused a relationally aggressive event to occur to another child, but the intent of the provocateur was ambiguous. After each story, participants were asked a series of questions about the provocateur’s intent; potential retaliation toward the provocateur; and the provocateur’s emotional state. Responses were coded in terms of amount of negative and violent content. Results indicated that participants reading the extremely violent comic books ascribed more hostile intent to the provocateur, suggested more retaliation toward the provocateur, and attributed a more negative emotional state to the provocateur than participants reading the mildly violent comic book. These data suggest that social information processing of relationally aggressive situations is influenced by violent comic books, even if the comic books do not contain themes of relational aggression.

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