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Relations between hyperactive and aggressive behavior and peer relations at three elementary grade levels.

A W Pope1, K L Bierman, G H Mumma

  • 1Department of Psychology, Texas Tech University, Lubbock 79409-2051.

Journal of Abnormal Child Psychology
|June 1, 1989
PubMed
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Hyperactivity significantly impacts children's social adjustment, predicting peer rejection across all grades. Aggression's effect on social status varies with age, highlighting hyperactivity's consistent negative influence on peer relations.

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Social Behavior

Background:

  • Hyperactivity and aggression are common behavioral concerns in children.
  • Understanding their distinct and combined effects on social adjustment is crucial for intervention.

Purpose of the Study:

  • To investigate the independent and combined contributions of hyperactivity and aggression to social adjustment in school-aged boys.
  • To examine age-related differences in these relationships.

Main Methods:

  • Sociometric ratings and teacher assessments of hyperactivity and aggression were collected from 390 boys in grades 1-6.
  • Multiple regression analyses and subgroup comparisons were employed.

Main Results:

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  • Hyperactivity consistently predicted negative peer nominations across all grades, while aggression's impact was significant only in grades 3-4.
  • Motor hyperactivity alone did not predict negative social status.
  • Boys exhibiting both hyperactive and aggressive behaviors experienced the most negative social outcomes.

    • Conclusions:

    • Hyperactivity is a more pervasive predictor of poor social adjustment than aggression in school-aged boys.
    • Developmental changes in social expectations may influence the interplay between behavior problems and peer relations.