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Published on: July 4, 2013
Individual and peer group normative beliefs about relational aggression
Nicole E Werner1, Laura G Hill
1Department of Human Development, Washington State University, 501 JohnsonTower, Pullman, WA99164-4852, USA. nwerner@wsu.edu
Peer group norms significantly influence children's relational aggression. As children transition to middle school, approval of relational aggression increases, with peer group support predicting future aggressive behavior.
Area of Science:
- Developmental Psychology
- Social Psychology
- Adolescent Behavior
Background:
- Relational aggression processing in children is unique but findings are inconsistent.
- Methodological weaknesses limit current understanding of relational aggression.
- Social information processing theories need to incorporate peer group influences.
Purpose of the Study:
- Examine developmental changes in normative beliefs about relational aggression.
- Test if individual and classroom-level norms predict future relational aggression.
- Investigate the role of peer group cognitions in relational aggression.
Main Methods:
- Short-term longitudinal study.
- 245 participants (49% female, ages 8-13) in 3rd-8th grade.
- Assessed normative beliefs and relational aggression over one year.
Main Results:
- Middle school transition correlated with increased approval of relational aggression.
- Individual norms predicted future relational aggression.
- Students in supportive peer groups showed increased aggression.
Conclusions:
- Developmental changes in normative beliefs occur during the middle school transition.
- Individual and peer group norms are crucial predictors of relational aggression.
- Peer group cognitions extend social information processing theories of relational aggression.
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