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Functions of Aggression and Peer Likeability in Elementary School Children across Time

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Title: Functions of Aggression and Peer Likeability in Elementary School Children across Time
Language: English
Authors: McClain, Cara M., Elledge, L. Christian, Manring, Sam, Whitley, Marisa L., Vernberg, Eric M.
Source: Journal of Applied School Psychology. 2022 38(2):95-122.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 28
Publication Date: 2022
Sponsoring Agency: National Institutes of Health (NIH) (DHHS)
Contract Number: F32HD066833
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Aggression, Peer Relationship, Elementary School Students, Longitudinal Studies, Peer Acceptance, Gender Differences, Predictor Variables, Multivariate Analysis
DOI: 10.1080/15377903.2021.1911897
ISSN: 1537-7903
Abstract: We examined associations between proactive and reactive aggression and peer likability across two academic years. Analyses were based on a sample of 442 elementary school children. Proactive and reactive aggression were assessed through self-report and peer likability was assessed via a peer nomination inventory. Data were collected in the fall and spring of two academic years. Findings from cross-lagged multiple group longitudinal panel models where pathways were freely estimated for boys and girls provided evidence that the relation between reactive aggression and reciprocated liking and received only liking nominations was negative and transactional for girls. Proactive aggression had mixed associations with likability between boys and girls. Our findings suggest that preventative interventions that focus on reducing reactive aggression or increasing peer likability have the potential to shift children away from trajectories of long-term maladjustment.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1337710
Database: ERIC
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  Data: Functions of Aggression and Peer Likeability in Elementary School Children across Time
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  Data: <searchLink fieldCode="AR" term="%22McClain%2C+Cara+M%2E%22">McClain, Cara M.</searchLink><br /><searchLink fieldCode="AR" term="%22Elledge%2C+L%2E+Christian%22">Elledge, L. Christian</searchLink><br /><searchLink fieldCode="AR" term="%22Manring%2C+Sam%22">Manring, Sam</searchLink><br /><searchLink fieldCode="AR" term="%22Whitley%2C+Marisa+L%2E%22">Whitley, Marisa L.</searchLink><br /><searchLink fieldCode="AR" term="%22Vernberg%2C+Eric+M%2E%22">Vernberg, Eric M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+School+Psychology%22"><i>Journal of Applied School Psychology</i></searchLink>. 2022 38(2):95-122.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 28
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  Data: National Institutes of Health (NIH) (DHHS)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Aggression%22">Aggression</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Acceptance%22">Peer Acceptance</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+Analysis%22">Multivariate Analysis</searchLink>
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  Data: 10.1080/15377903.2021.1911897
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  Data: We examined associations between proactive and reactive aggression and peer likability across two academic years. Analyses were based on a sample of 442 elementary school children. Proactive and reactive aggression were assessed through self-report and peer likability was assessed via a peer nomination inventory. Data were collected in the fall and spring of two academic years. Findings from cross-lagged multiple group longitudinal panel models where pathways were freely estimated for boys and girls provided evidence that the relation between reactive aggression and reciprocated liking and received only liking nominations was negative and transactional for girls. Proactive aggression had mixed associations with likability between boys and girls. Our findings suggest that preventative interventions that focus on reducing reactive aggression or increasing peer likability have the potential to shift children away from trajectories of long-term maladjustment.
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        Value: 10.1080/15377903.2021.1911897
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      – Text: English
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      Pagination:
        PageCount: 28
        StartPage: 95
    Subjects:
      – SubjectFull: Aggression
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Peer Acceptance
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Multivariate Analysis
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      – TitleFull: Functions of Aggression and Peer Likeability in Elementary School Children across Time
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            NameFull: Elledge, L. Christian
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            NameFull: Manring, Sam
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            NameFull: Whitley, Marisa L.
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            NameFull: Vernberg, Eric M.
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              Value: 38
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