Peer Victimization and Social Dominance as Intervening Variables of the Link Between Peer Liking and Relational Aggression

2009 ◽  
Vol 30 (1) ◽  
pp. 102-121 ◽  
Author(s):  
Ryan E. Adams ◽  
Nancy H. Bartlett ◽  
William M. Bukowski
2021 ◽  
pp. 016502542199286
Author(s):  
Ellyn Charlotte Bass ◽  
Lina Maria Saldarriaga ◽  
Ana Maria Velasquez ◽  
Jonathan B. Santo ◽  
William M. Bukowski

Social norms are vital for the functioning of adolescent peer groups; they can protect the well-being of groups and individual members, often by deterring harmful behaviors, such as aggression, through enforcement mechanisms like peer victimization; in adolescent peer groups, those who violate aggression norms are often subject to victimization. However, adolescents are nested within several levels of peer group contexts, ranging from small proximal groups, to larger distal groups, and social norms operate within each. This study assessed whether there are differences in the enforcement of aggression norms at different levels. Self-report and peer-nomination data were collected four times over the course of a school year from 1,454 early adolescents ( M age = 10.27; 53.9% boys) from Bogota, Colombia. Multilevel modeling provided support for social regulation of both physical aggression and relational aggression via peer victimization, as a function of gender, grade-level, proximal (friend) or distal (class) injunctive norms of aggression (perceptions of group-level attitudes), and descriptive norms of aggression. Overall, violation of proximal norms appears to be more powerfully enforced by adolescent peer groups. The findings are framed within an ecological systems theory of adolescent peer relationships.


Author(s):  
Jamie M. Ostrov ◽  
Sarah J. Blakely-McClure ◽  
Kristin J. Perry ◽  
Kimberly E. Kamper-DeMarco

This chapter reviews the definitions of relational aggression and other subtypes of aggression that are often studied in the developmental sciences. Specifically, definitions of relational, physical, indirect, social, verbal, nonverbal, proactive, and reactive aggression are provided. The modes, forms, functions, and contexts of aggression are reviewed, with a focus on relational aggression. Attention is given to other related constructs such as assertion, rough and tumble play, and social dominance, which should be considered and ruled out when studying subtypes of aggression. A definition and important considerations for the study of relational bullying are provided, and a brief discussion of the contexts of online or electronic aggression is given. Future directions and unanswered questions are raised.


Author(s):  
Marlene J. Sandstrom

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.


2020 ◽  
Vol 41 (1) ◽  
pp. 13-42 ◽  
Author(s):  
Wendy Troop-Gordon ◽  
Alexander K. Kaeppler ◽  
Darcy J. Corbitt-Hall

Evidence suggests that children’s expectations for how their teacher responds to students’ aggression moderate concurrent links between peer victimization and adjustment. This study extends this work by examining these associations longitudinally. Youth ( N = 366; 196 girls; [Formula: see text]) reported on their teacher’s use of five responses to peer victimization, two reflecting active intervention and three reflecting passive responses. Physical aggression, relational aggression, prosocial behavior, depressive symptoms, and anxiety were measured over two school years. Perceiving the teacher as contacting parents or separating students buffered the link between victimization and emotional maladjustment. Perceiving the teacher as advising independent coping or avoidance amplified links between victimization and behavioral problems. Some of these associations were sustained or emerged over time. These results underscore the potential importance of children’s perceptions of their teachers’ responses with peer victimization to their socioemotional development in early adolescence.


2016 ◽  
Vol 42 (1) ◽  
pp. 132-142 ◽  
Author(s):  
Ellyn Charlotte Bass ◽  
Lina Saldarriaga ◽  
Josafa Cunha ◽  
Bin-Bin Chen ◽  
Jonathan Bruce Santo ◽  
...  

To better address the many consequences of peer victimization, research must identify not only aspects of individuals that put them at risk for victimization, such as aggression, but also aspects of the context that influence the extent of that risk. To this end, this study examined the contextual influences of gender, same-sex peer group norms of physical and relational aggression, and nationality on the associations of physical and relational aggression with peer victimization in early adolescents from Canada, China, Brazil, and Colombia ( N = 865; Mage = 11.01, SD = 1.24; 55% boys). Structural equation modeling was used to test for measurement invariance of the latent constructs. Multilevel modeling revealed that both forms of aggression were positive predictors of peer victimization, but physical aggression was a stronger predictor for girls than boys. Cross-national differences emerged in levels of peer victimization, such that levels were highest in Brazil and lowest in Colombia. Cross-national differences were also evidenced in the relationship between relational aggression and victimization: the relationship was positive in China, Brazil, and Canada (listed in descending order of magnitude), but negative in Colombia. Above and beyond the cross-national differences, physical aggression was a stronger predictor of victimization in peer groups low in physical aggression, and relational aggression was a stronger predictor in peer groups low in relational aggression. Ultimately, this research is intended to contribute to a better theoretical understanding of risk factors for peer victimization and the development of more effective and culturally-appropriate prevention and intervention efforts.


2007 ◽  
Vol 31 (2) ◽  
pp. 170-180 ◽  
Author(s):  
Patricia H. Hawley ◽  
Todd D. Little ◽  
Noel A. Card

Recent theory on social dominance suggests that aggressive individuals should be socially successful if they also display prosocial behavior. The combination of coercive and prosocial strategies of resource control (i.e., bistrategic control) is thought to facilitate hierarchy ascension. Adolescents ( N = 929, grades 7–10) were queried about the quality of their friendships and their friends' behavior towards them. The friendships of the aggressive bistrategic controllers (derived by peer nomination) were rated among the highest on intimacy, fun, and conflict. Additionally, bistrategic friendships had high levels of overt and relational aggression. Thus, bistrategic friendships yield high benefits but also costs. This study attempts to illuminate the peer regard - aggression paradox via an evolutionary approach to human status hierarchies.


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