Related Experiment Video
Updated: Jun 27, 2026

RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans
Published on: July 17, 2021
Individual and classroom variables associated with relational aggression in elementary-school aged children: a
S Kuppens1, H Grietens, P Onghena
1Department of Educational Sciences, K.U. Leuven, Belgium. Sofie.Kuppens@ped.kuleuven.be
Abstract:
Relational aggression was studied within classroom environments by examining individual and classroom correlates among 2731 children (3rd-5th graders) during two successive measurement years. Multilevel analyses yielded small gender differences for relational aggression, indicating that such aggressive behavior was more associated with girls as compared to boys. Findings further demonstrated that relational aggression was positively associated with perceived popularity and peer rejection. Relational aggression was also found to be highly stable over time. Additionally, higher classroom aggression norms, reflected by the classroom level for relational aggression, were associated with increased relational aggression in children. Although variation in relational aggression was situated both at class- and individual-level, differences between individuals were considerably larger than differences between classes. Limitations and further research suggestions are provided and practical implications are discussed.
Related Concept Videos
Bullying
Secondary Motives: Affiliation Motivation and Aggression Motivation
Aggression
Conduct Disorder
Group Design
Adler's Individual Psychology