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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
Journal of School Psychology
|December 17, 2008
Summary
Relational aggression, more common in girls, is linked to popularity and rejection in classrooms. Classroom norms and individual factors significantly influence this stable behavior over time.
Area of Science:
- Child Psychology
- Developmental Psychology
- Social Psychology
Background:
- Relational aggression, a form of aggression involving social manipulation, is prevalent in school settings.
- Understanding its correlates and stability is crucial for developing effective interventions.
Purpose of the Study:
- To examine individual and classroom factors associated with relational aggression in 3rd-5th graders.
- To investigate gender differences and the stability of relational aggression over two years.
Main Methods:
- Multilevel analyses were conducted on data from 2731 children across two measurement years.
- Examined correlates including perceived popularity, peer rejection, and classroom aggression norms.
Main Results:
- Small gender differences showed relational aggression more associated with girls.
- Positive associations found between relational aggression, perceived popularity, and peer rejection.
- Relational aggression demonstrated high stability over time; classroom norms also predicted individual aggression.
Conclusions:
- Relational aggression is influenced by both individual and classroom factors, with individual differences being more substantial.
- Findings highlight the importance of considering social dynamics and peer relationships in understanding and addressing relational aggression.
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