Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Robbers Cave

Robbers Cave

During the 1950s, the landmark Robbers Cave experiment demonstrated that when groups must compete with one another, intergroup conflict, hostility, and even violence may result. At the Oklahoman summer camp, two troops of boys—termed the Rattlers and the Eagles—took part in a week-long tournament. During this time, their negativity culminated in derogatory name-calling, fistfights, and even vandalism and destruction of property. However, this work also revealed that such tension...

Bullying

Bullying

A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is...

Aggression

Aggression

Humans engage in aggression when they seek to cause harm or pain to another person. Aggression takes two forms depending on one’s motives: hostile or instrumental. Hostile aggression is motivated by feelings of anger with intent to cause pain; a fight in a bar with a stranger is an example of hostile aggression. In contrast, instrumental aggression is motivated by achieving a goal and does not necessarily involve intent to cause pain (Berkowitz, 1993); a contract killer who murders for...

Self-Evaluation: Self-Enhancement and Self-Verification

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...

Secondary Motives: Affiliation Motivation and Aggression Motivation

Secondary Motives: Affiliation Motivation and Aggression Motivation

Affiliation motivation is the intrinsic desire to connect with others and belong to a social group, which plays a crucial role in forming and maintaining personal relationships. This type of motivation is essential for psychological well-being, as it provides individuals with a sense of community and support. An example of this is a student who joins a study group in order to feel a sense of connection. People with high affiliation motivation actively seek social approval, take satisfaction in...

Cognitive Dissonance

Cognitive Dissonance

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Smartphone Acquisition and Use at Age 13 Years and Health Outcomes at Age 14 Years.

JAMA pediatrics·2026

Same author

A Systematic Review of Microaggression-Focused Interventions and Training Programs in Healthcare.

Trauma, violence & abuse·2025

Same author

Building and Sustaining Community Engagement to Advance School Behavioral Health Research.

Behavioral sciences (Basel, Switzerland)·2025

Same author

The Predictors and Consequences of Cyberbullying Perpetration and Cyber-Victimization: The Development of a New Cyberbullying Theory.

Journal of adolescence·2025

Same author

Effective School Leadership for Supporting Students' Mental Health: Findings from a Narrative Literature Review.

Behavioral sciences (Basel, Switzerland)·2025

Same author

Racial Microaggressions and Anti-Racism: A Review of the Literature with Implications for School-Based Interventions and School Psychologists.

School psychology review·2024

Search research articles

Related Experiment Video

Updated: Aug 2, 2025

Author Spotlight: Addressing Technical and Subjective Challenges in Measuring Classroom Attention

Author Spotlight: Addressing Technical and Subjective Challenges in Measuring Classroom Attention

Published on: December 15, 2023

Identifying Relationally Aggressive Students: How Aligned are Teachers and Peers?

Chandler E Puhy¹, Brian P Daly¹, Stephen S Leff²

¹Department of Psychology, Drexel University, Philadelphia, USA.

School Mental Health

|April 20, 2023

Summary

Identifying relational aggression in urban youth is challenging. Peer and teacher perceptions differ, influenced by factors like prosocial behavior and academic motivation, impacting intervention effectiveness.

Keywords:

Academic competence Gender Multiple-informant Prosocial behavior Relational aggression perceived popularity

More Related Videos

RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans

RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans

Published on: July 17, 2021

The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress

The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress

Published on: July 4, 2013

Related Experiment Videos

Last Updated: Aug 2, 2025

Author Spotlight: Addressing Technical and Subjective Challenges in Measuring Classroom Attention

Author Spotlight: Addressing Technical and Subjective Challenges in Measuring Classroom Attention

Published on: December 15, 2023

RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans

RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans

Published on: July 17, 2021

The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress

The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress

Published on: July 4, 2013

Area of Science:

Child Psychology
Developmental Psychology
Educational Psychology

Background:

Relational aggression, defined as damaging social status or relationships, significantly impacts urban minority youth's academic, socioemotional, and health outcomes.
Discrepancies often exist between teacher and peer identification of relationally aggressive students, complicating targeted interventions.

Purpose of the Study:

To explore factors influencing discordant and concordant identification of relationally aggressive students by peers and teachers.
To examine the roles of prosocial behavior, perceived popularity, academic competence, and gender in these identification discrepancies.

Main Methods:

The study involved 178 3rd-5th grade students from 11 urban classrooms.
Data were collected through peer nominations and teacher ratings on various behavioral and academic factors.

Main Results:

Students were more likely to be identified as relationally aggressive by peers than teachers when prosocial behavior decreased and academic motivation increased.
Female students were more consistently identified by both informants when overt aggression ratings were higher.

Conclusions:

Accurate identification of relationally aggressive students requires multi-informant perspectives due to differing perceptions.
Findings suggest limitations in current detection methods and highlight areas for future research to improve identification and intervention for at-risk youth.