The Entry Behavior of Aggressive/Rejected Children: The Contributions of Status and Temperament

This study investigated the entry behavior and temperamental characteristics of aggressive/rejected and nonaggressive/popular kindergarten and first‐grade children. An analog entry situation was used to assess children's entry skills. Aggressive/rejected children had more difficulty than nonaggressive/popular children delivering their entry bids in a well‐timed manner and engaged in more disruptive entry strategies. They also tended to use more aggressive entry strategies after experiencing entry failure. The children's temperamental characteristics accounted for significant variance in their entry behavior. Temperamental fear made a positive contribution to children's use of socially appropriate entry strategies. The children's status and impulsiveness each explained unique variance in their use of disruptive entry strategies. Aggressive/rejected girls were more impulsive than other groups and tended to be less fearful.     

Mothers' Cognitions about Relational Aggression: Associations with Discipline Responses, Children's Normative Beliefs, and Peer Competence

Prior research has shown that parental social cognitions are associated with child outcomes such as aggression. The goal of this study was to examine mothers' cognitions about relational aggression, and to explore linkages between mothers' attributions and normative beliefs about aggression and children's competence with peers. Participants included 103 mothers and children in grades 3 through 6. Results showed that mothers viewed relational aggression as more acceptable and normative than physical aggression, and they attributed less responsibility to children for using relational aggression. Maternal cognitions also predicted levels of sternness and disapproval in response to child relational aggression, and children's beliefs about the acceptability of relational aggression, which were associated with children's teacher-rated peer competence. Sex differences in the patterns of associations between maternal cognitions, discipline responses, child norms and peer competence were found. Applications of these results to parent education programs that are focused on relational aggression are discussed.     

They're Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls

This study examined who among the 526 fourth to sixth graders are nominated as among the coolest kids in their class. There were two questions: (1) Are popular‐aggressive (tough) children nominated as cool by a broad spectrum of their peers, or only by a select few? (2) Does variability in children’s cool nominations more closely follow their individual characteristics or group affiliations? Three‐level hierarchical linear modeling (nominators in groups in classrooms) tested the study hypotheses. The main finding was that children in aggressive groups nominated tough peers as cool and children in nonaggressive groups nominated popular‐nonaggressive (model) peers, regardless of nominators’ individual characteristics or the prominence of their groups across diverse classroom contexts. Girls were proportionately more likely to nominate tough than model boys, but only a minority (less than 25 percent) of relatively aggressive girls nominated any boys as cool. Findings indicate that normative boy and girl peer cultures give broad reputational support to some aggressive children.     

Teacher–Child Relationship Quality and Children's Peer Victimization and Aggressive Behavior in Late Childhood

This investigation examines the extent to which characteristics of the teacher–child relationship (closeness, dependency, and conflict) are predictive of changes in children's peer victimization and aggressive behavior over the course of a school year. Relational and physical forms of victimization and aggression were studied, and changes in peer acceptance and number of friendships were tested as possible mediators. Longitudinal data from 410 fourth‐ and fifth‐grade students (193 boys; 217 girls) and their teachers (N = 25) were analyzed. Whereas dependency on the teacher predicted heightened victimization from peers, a close relationship with the teacher forecasted less physical aggression toward peers. Moreover, decreases in number of friendships partially mediated the link between dependency on the teacher and heightened relational victimization for boys. These findings have implications for understanding the continuing influence of teacher–child relationships on children's social development in late childhood and for identifying interpersonal risk factors associated with involvement in peer harassment.     

Preschoolers' Beliefs About the Stability of Antisocial Behavior: Implications for Navigating Social Challenges

The relation between 3‐ to 5‐year‐old children's beliefs about sociomoral stability (the tendency for antisocial behavior to remain stable over time) and their reasoning about peer interactions was examined. Participants were 100 preschoolers enrolled in a Head Start program. Children who endorsed sociomoral stability beliefs were less likely than their peers to make prosocial inferences, were rated by their teachers as less likely to engage in prosocial behavior, and were more likely to endorse the use of aggression to solve conflict with peers. These findings suggest that as early as preschool, children have general patterns of beliefs about the stability of antisocial behavior that predict a tendency to de‐emphasize prosocial strategies that can mediate social challenges.     

Young Children's Prosocial and Aggressive Behaviors and Their Experiences of Being Targeted for Similar Behaviors by Peers

Children's target experiences (as recipients of prosocial peer acts and victims of peer aggression) were investigated for their concurrent and longitudinal associations with prosocial and aggressive behavior. Forty‐four children (initially 22–40 months) were observed in naturalistic interactions with peers during a two‐month period for each of three consecutive years. Results revealed no consistency over time in children's experiences as targets for aggressive or prosocial peer acts, although there was some indication that altruistic target experiences may be stable from the end of the preschool period. Early behavior appeared to affect the way children were later treated by peers, but no support was found for the idea that early target experiences influence later behavior. Prosocial behavior was concurrently and longitudinally associated with prosocial target experiences. Aggressive behavior reduced the likelihood of children being targets of prosocial peer behavior and, over time, also of their being targets of peers’ aggression.     

Parent and Child Cognitive Representations of Social Situations and Children's Social Competence

The current study examines the relations among parent and child social information processing components and their links to children's social competence. Ninety‐seven kindergarten children and their mothers and fathers responded to open‐ended vignettes that involved conflict with a peer. Goals and strategies for both parents and children were assessed. Results show that there is some consistency between parents and children in the types of goals and strategies that are provided. Further, fathers’ and children's goals and strategies were related to children's social competence but only limited support for children's cognitions as a mediator between parental cognitions and peer competence was found. The implications for the role of social information processing in the development of children's social competence are noted.     

Socialization of Physical and Social Aggression in Early Adolescents' Peer Groups: High‐status Peers,Individual Status,and Gender

The influence of high‐status peers on a target individual's physical and manipulative social aggression in peer groups was examined in a diverse sample of seventh‐grade students. A total of 245 individual members belonging to 65 groups were included in analyses. Aggression was assessed by peer and victim nominations in the fall and spring semesters of seventh grade. High‐status peers rather than low‐status peers in a group had a strong influence on individual members' physical and social aggression. High‐status peers were particularly influential on low‐status individual members' social aggression. A similar pattern was found for physical aggression in boys' groups. These findings imply that high‐status members' aggression rather than the average of all members' may better represent the group norm. Special attention needs to be given to high‐status aggressive adolescents in future intervention and prevention of aggression in schools.     

Knowledge Structures, Social Information Processing, and Children's Aggressive Behavior

Although a multitude of factors may be involved in the development of children's violent behavior, the actual aggressive act is preceded by a decision-making process that serves as the proximal control mechanism. The primary goal of this longitudinal study was to understand the nature of this proximal control mechanism involved in children's aggressive acts by focusing on two aspects of social cognitions: social information processing and stored knowledge (i.e., internal knowledge structures that are the latent memories of past events). It was hypothesized that: (1) children with hostile knowledge structures will display more biased patterns of aggressive social information processing than children whose knowledge structures are less hostile and negative; (2) children who display hostile knowledge structures will behave in chronically aggressive ways; and (3) the development of hostile knowledge structures and hostile patterns of social information processing contribute to the stability of aggressive behavior and thus partially mediate the relation between early and later aggressive behavior. 585 boys and girls (19% African-American) were followed from kindergarten through eighth grade. Results from this investigation support the hypotheses and are discussed in terms of the significance of the inclusion of knowledge structures in our theories of the mental processes involved in children's violent behaviour.     

Social Victimization Trajectories From Middle Childhood Through Late Adolescence

Social victimization refers to being targeted by behaviors intended to harm one's social status or relationships (Underwood, 2003), including malicious gossip, friendship manipulation, and social exclusion (both verbal and non‐verbal). The current study examined social victimization experiences longitudinally from middle childhood through late adolescence. Participants (N = 273, 139 females) reported on their social victimization experiences in grades 4–11 (ages 9 to 16 years). Using mixture (group‐based) modeling, four social victimization trajectories were identified: low, medium decreasing, medium increasing, and elevated. High parent‐child relationship quality decreased the odds of being in the elevated group compared to the low group; however, parent‐child relationship quality was no longer a significant predictor when emotional dysfunction was added to the model. Higher emotional dysfunction and male gender increased the odds of being in the elevated group and medium increaser group relative to the low group even after controlling for parent‐child relationship quality. Implications for intervention and future research directions are discussed.     

Children's Appraisal of Peer Rejection Experiences: Impact on Social and Emotional Adjustment

In the current study, 95 children of different social status classifications (rejected, neglected, average, and popular) were exposed to hypothetical vignettes designed to assess their ‘generalized’ rejection sensitivity (GRS) and a mild social rejection experience designed to assess their ‘on‐line’ rejection sensitivity (ORS). Measures of internalizing and externalizing problems were assessed through a composite of peer‐ , parent‐ , and self‐reports. As expected, sociometric rejection was associated with more internalizing and externalizing problems. More importantly, both types of rejection sensitivity were associated with internalizing and externalizing problems after controlling for the effect of peer rejection. High levels of GRS were associated with more internalizing problems for both boys and girls. In addition, rejection sensitivity emerged as a significant moderator of the relation between rejection and externalizing problems. The nature of the moderating effect varied as function of type of rejection sensitivity and gender. Rejected girls with low GRS and rejected boys with high ORS displayed the highest levels of externalizing behavior problems.     

The Social Context of Young Children's Peer Victimization

The goal of this study was to investigate differences in the social context of peer victimization for preschoolers and kindergarteners. Data were collected from 168 children. For preschoolers, neither social acceptance nor friendships were significantly related to peer victimization. Instead, playing with peers and exposure to aggressive peers were associated with higher rates of peer victimization. For kindergarteners, exposure to aggressive peers also contributed to the risk for peer victimization, but being liked by peers and having friends were inversely related to victimization, thereby providing a buffering effect. The developmental implications of these findings are discussed.     

Aggressive Behaviors in Social Interaction and Developmental Adaptation: A Narrative Analysis of Interpersonal Conflicts During Early Adolescence

Using conflict narratives reported by adolescents in grade 7 (mean age = 13.4 years), this study investigated the interactional properties and developmental functions of four types of aggressive behaviors: social aggression, direct relational aggression, physical aggression, and verbal aggression. A total of 475 participants from the Carolina Longitudinal Study ( Cairns & Cairns, 1994 ) were included. Results showed that the majority of conflict interactions involved more than a dyad. The use of social aggression (e.g., concealed social attack) was associated with more individuals involved in the conflict. Social aggression was primarily reported as an initiating behavior for interpersonal conflicts, while direct relational aggression was a responding behavior. Medium to high levels of reciprocity were found for physical, verbal, and direct relational aggression, whereas a low level of reciprocity was reported for social aggression. School authorities were most likely to intervene in physical aggression. The use of social aggression was associated with higher network centrality among adolescents. Developmental maladjustment in late adolescence and early adulthood was primarily predicted by physical aggression.     

An Experimental Analysis of Children's Dislike of Aggressors and Victims

We experimentally examined social contextual factors that might moderate children's dislike for aggressors and for victims of aggression, by varying both the aggressor's behavior (aggressive toward multiple children versus aggressive only toward one child) and the victim's behavior (passive versus assertive). Children (117 male and female fourth to sixth graders) listened to one of four scenarios describing the experiences of boys at a summer camp and rated how much they liked the aggressor, the victim, and the other children in the scenario; children also reported how much they thought the aggressor, victim, and others liked each other. Overall, and consistent with previous research, children disliked aggressors the most, followed by victims and then by the other children in the scenarios. Importantly, children's liking was influenced by the social context in which the aggression occurred, particularly in regards to how the victim responded. Aggressors (general or focused) were liked more if their victim was assertive rather than nonassertive. Furthermore, children liked nonassertive victims less than assertive victims, particularly a nonassertive victim in response to a general aggressor. Inferred liking among the group members also was dependent on the social context of the provocation. This research highlights the need to consider aggression as more than a set of behaviors. Aggression is a social event embedded within a social context and interpersonal relationships must be considered.     

The Prevention of Social Aggression Among Girls

This study represents the first systematic attempt to examine a theory‐based program designed to reduce girls' social aggression and increase positive leadership among peers. Fifth‐grade girls from six public schools were randomly assigned within classrooms to the social aggression prevention program (SAPP) and the comparison reading clubs. A school‐based small group program, the SAPP was demonstrated to have a positive impact for all students in the domain of social problem solving. For students with high baseline social problems, teachers reported positive changes in SAPP participants' prosocial behavior. In addition, the content of the program was critical: reading club participants improved their reading achievement at greater rates than SAPP participants. Targeting female students in a program focused on resolving social conflicts from multiple perspectives may be an important addition to broader, multilevel initiatives to prevent aggression and promote leadership in schools.     

The Social Ecology of Early Childhood: Preschool Social Support Networks and Social Acceptance

The focus of this study was on the social networks of preschool children and on the interface between network characteristics and the child's acceptance by peers and teachers. Fifty-six children and their mothers were interviewed about the child's social support network. Social acceptance measures included peer sociometric ratings and teacher ratings of child preference and relationship quality. Frequency of contact with mother-nominated child network members was a determining factors in the concordance of mother and child reports. From the child's perspective, social acceptance was related to the presence and supportiveness of siblings and extended kin. Mother reports were less predictive, with only one significant association between parental support and teacher preference. In general, the children's perceptions regarding the structure and function of their social networks were found to be reliable and to relate meaningfully to social acceptance in the preschool domain.     

The Social Cognitions of Socially Withdrawn Children

The purpose of this study was to examine the social cognitions of peer‐identified socially withdrawn children. Participants included 457 children from grades four, five and six (54% females, 46% males). Children completed a selection of self‐ and peer‐report measures including: (1) peer‐rated behavioral nominations; (2) hostile intent biases and social responses to ambiguous situations; (3) social goals and self‐efficacy; and (4) a newly developed measure of causal attributions. An extreme groups procedure was used to identify three groups of children: (1) socially withdrawn (n=50); (2) aggressive (n=53); and (3) a comparison group (n=206). As compared with their peers, withdrawn children displayed a pattern of self‐defeating attributions for social situations, reported lower efficacy for assertive goals, and indicated a preference for non‐assertive, withdrawn strategies to deal with hypothetical conflict situations. Findings are discussed with respect to implications for interventions, and directions for further research are presented.     

Physical Abuse, Cognitive and Emotional Processes, and Aggressive/Disruptive Behavior Problems

Cognitive and emotional processes were examined in maltreated children with a history of physical abuse (n = 76), children with a history of maltreatment other than physical abuse (i.e., sexual abuse, physical neglect, and emotional maltreatment; n = 91), and a group of non‐maltreated comparison children (N = 100). Physical abuse was associated with errors in cue interpretation, easy access to aggressive responses to conflict, and poor emotion regulation. In turn, maladaptive cognitive and emotional processes made unique contributions to explaining the relationship between physical abuse and peer nominations of aggression and disruptive behavior. Maltreated children who had not been physically abused evidenced a trend toward cognitive and emotional maladaptation, but only poor emotion regulation accounted for aggression and disruptive behavior in these children. The findings emphasize the importance of considering multiple domains of development in efforts to understand how varying forms of child maltreatment contribute to later maladjustment.     

Understanding Popularity and Relational Aggression in Adolescence: The Role of Social Dominance Orientation

This study investigated a potential moderator of the association between popularity and relational aggression: social dominance orientation (SDO), the degree to which an individual endorses the importance of social hierarchy. One hundred eighty‐five ninth graders completed a sociometric assessment of RA and popularity, and a self‐report SDO measure. SDO was positively associated with popularity for both boys and girls, and with RA for girls. Popularity and RA were positively correlated for both genders. Regression analyses showed that SDO moderated the association between popularity and RA for girls, but not for boys. Girls who were both popular and who were social dominance‐oriented were particularly high in peer‐nominated RA. SDO may provide a useful framework for understanding the role of popularity in adolescent peer groups.     

Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships

This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners (N = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spring term. In structural equation models, positive emotion frequency, but not positive emotion intensity, was positively related to peer acceptance and negatively related to peer rejection. In contrast, the frequency of anger provided unique positive prediction of teacher–student conflict and negative prediction of peer acceptance. Furthermore, anger intensity negatively predicted teacher–student closeness and positively predicted teacher–student conflict. Implications for promoting social relationships in school are discussed.