Top

Gepubliceerd in:

01-04-2019 | Original Paper

Relationship Between Forms of Aggression and Social Status in South Korean Primary School Peer Groups

Auteurs: Jonghyo Park, Jingu Kim

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 6/2019

Abstract

Objectives

This research aimed to explore the relationship between aggression and social status. More specifically, we differentiated between relational aggression and overt aggression, and between perceived popularity and social preference. We also considered classroom structure (i.e., density, hierarchy) a moderator in the relationship between aggression and social status.

Methods

A total of 1,404 students (719 boys, 685 girls; 3rd to 6th graders) from 71 classrooms in primary schools of South Korea participated and responded via online surveys that included peer nomination of aggression and social status subtypes.

Results

Multi-level analyses revealed that the negative association between relational aggression and later perceived popularity was stronger in classrooms with low density compared to ones with high density. Overt aggression enhanced social preference in hierarchical classrooms whereas it has negative association with later social preference in egalitarian classrooms.

Conclusion

The results suggest that classroom structures play a significant role in reinforcing social status via specific forms of aggression. Classroom context plays a key role in this connection, as students choose their specific forms of aggression in accordance with their goals. Limitations of the study and directions for future research were suggested.

vorige artikel Parental Behavior Comparisons Between Parents of Children with Autism Spectrum Disorder and Parents of Children Without Autism Spectrum Disorder: A Meta-analysis

volgende artikel Examining the Convergent Evidence of a Parent-Completed, Social-Emotional Screening Tool in China

Ahn, H. J., & Rodkin, P. C. (2014). Classroom-level predictors of the social status of aggression: Friendship centralization, friendship density, teacher–student attunement, and gender. Journal of Educational Psychology, 106(4), 1144–1155. https://doi.org/10.1037/a0036091.CrossRef

Ahn, H. J., Garandeau, C. F., & Rodkin, P. C. (2010). Effects of classroom embeddedness and density on the social status of aggressive and victimized children. Journal of Early Adolescence, 30(1), 76–101. https://doi.org/10.1177/0272431609350922.CrossRef

Andreou, E. (2006). Social preference, perceived popularity and social intelligence: relations to overt and relational aggression. School Psychology International, 27(3), 339–351. https://doi.org/10.1177/0143034306067286.CrossRef

Cappella, E., & Hwang, S. H. (2015). Peer contexts in schools: avenues toward behavioral health in early adolescence. Behavioral Medicine, 41(3), 80–89. https://doi.org/10.1080/08964289.2015.1034646.CrossRefPubMed

Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: a meta‐analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185–1229. https://doi.org/10.1111/j.1467-8624.2008.01184.x.CrossRefPubMed

Casper, D. M., & Card, N. A. (2017). Overt and relational victimization: a meta-analytic review of their overlap and associations with social-psychological adjustment. Child Development, 88(2), 466–483. https://doi.org/10.1111/cdev.12621.CrossRefPubMed

Cillessen, A. H. N. (2007). New perspectives on social networks in the study of peer relations. New Directions for Child and Adolescent Development, 118, 91–100. https://doi.org/10.1002/cd.203.CrossRef

Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: developmental changes in the association between aggression and social status. Child Development, 75(1), 147–163. https://doi.org/10.1111/j.1467-8624.2004.00660.x.CrossRefPubMed

Cillessen, A. H. N., Mayeux, L., Ha, T., de Bruyn, E. H., & LaFontana, K. M. (2014). Aggressive effects of prioritizing popularity in early adolescence. Aggressive Behavior, 40(3), 204–213.CrossRef

Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74–101. https://doi.org/10.1037//0033-2909.115.1.74.CrossRef

Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66(3), 710–722. https://doi.org/10.1111/j.1467-8624.1995.tb00900.x.CrossRefPubMed

Dijkstra, J. K., & Gest, S. D. (2015). Peer norm salience for academic achievement, prosocial behavior, and bullying: Implications for adolescent school experiences. Journal of Early Adolescence, 35(1), 79–96. https://doi.org/10.1177/0272431614524303.CrossRef

Farmer, T. W., Lines, M. M., & Hamm, J. V. (2011). Revealing the invisible hand: the role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32(5), 247–256. https://doi.org/10.1016/j.appdev.2011.04.006.CrossRef

Garandeau, C. F., Ahn, H. J., & Rodkin, P. C. (2011). The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade. Developmental Psychology, 47(6), 1699–1710. https://doi.org/10.1037/a0025271.CrossRefPubMed

Gest, S. D., & Rodkin, P. C. (2011). Teaching practices and elementary classroom peer ecologies. Journal of Applied Developmental Psychology, 32(5), 288–296. https://doi.org/10.1016/j.appdev.2011.02.004.CrossRef

Gest, S. D., Osgood, D. W., Feinberg, M. E., Bierman, K. L., & Moody, J. (2011). Strengthening prevention program theories and evaluations: contributions from social network analysis. Prevention Science, 12(4), 349–360. https://doi.org/10.1007/s11121-011-0229-2.CrossRefPubMedPubMedCentral

Hawley, P. H. (2011). The evolution of adolescence and the adolescence of evolution: the coming of age of humans and the theory about the forces that made them. Journal of Research on Adolescence, 21(1), 307–316. https://doi.org/10.1111/j.1532-7795.2010.00732.x.CrossRef

Hawley, P. H., Little, T. D., & Rodkin, P. (2007). Aggression and adaptation: the bright side to bad behavior. Hillsdale: Lawrence Erlbaum and Associates.

Henington, C., Hughes, J. N., Cavell, T. A., & Thompson, B. (1998). The role of relational aggression in identifying aggressive boys and girls. Journal of School Psychology, 36(4), 457–477.CrossRef

Henry, D., Guerra, N., Huesmann, R., Tolan, P., VanAcker, R., & Eron, L. (2000). Normative influences on aggression in urban elementary school classrooms. American Journal of Community Psychology, 28(1), 59–81. https://doi.org/10.1023/a:1005142429725.CrossRefPubMed

Jackson, D. R., Cappella, E., & Neal, J. W. (2015). Aggression norms in the classroom social network: Contexts of aggressive behavior and social preference in middle childhood. American Journal of Community Psychology, 56, 293–306. https://doi.org/10.1007/s10464-015-9757-4.CrossRefPubMed

LaFontana, K. A., & Cillessen, A. H. N. (2002). Children’s perceptions of popular and unpopular peers: a multimethod assessment. Developmental Psychology, 38(5), 635–647. https://doi.org/10.1037//0012-1649.38.5.635.CrossRefPubMed

Lansford, J. E., Malone, P. S., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2010). Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood. Development and Psychopathology, 22(3), 593–602. https://doi.org/10.1017/s0954579410000301.CrossRefPubMedPubMedCentral

Little, T. D., Brauner, J., Jones, S. M., Nock, M. K., & Hawley, P. H. (2003). Rethinking aggression: a typological examination of the functions of aggression. Merrill-Palmer Quarterly, 49(3), 343–369. https://doi.org/10.1353/mpq.2003.0014.CrossRef

McFarland, D. A., Moody, J., Diehl, D., Smith, J. A., & Thomas, R. J. (2014). Network ecology and adolescent social structure. American Sociological Review, 79(6), 1088–1121. https://doi.org/10.1177/0003122414554001.CrossRefPubMedPubMedCentral

Muthén, L. K., & Muthén, B. O. (1998). Mplus user’s guide. Seventh edition Los Angeles: Muthén & Muthén. 2012.

Neal, J. W., & Neal, Z. P. (2013). Nested or networked? Future directions for ecological systems theory. Social Development, 22(4), 722–737. https://doi.org/10.1111/sode.12018.CrossRef

Park, J. (2013). Exploration of student and school factors influencing on bullying victimization. Asian Journal of Education, 14(1), 69–95. https://doi.org/10.15753/aje.2013.14.1.004.CrossRef

Parkhurst, J. T., & Hopmeyer, A. (1998). Sociometric popularity and peer-perceived popularity: two distinct dimensions of peer status. Journal of Early Adolescence, 18, 125–144. https://doi.org/10.1177/0272431698018002001.CrossRef

Prinstein, M. J., & Cillessen, A. H. N. (2003). Forms and functions of adolescent peer aggression associated with high levels of peer status. Merrill-Palmer Quarterly, 49, 310–342. https://doi.org/10.1353/mpq.2003.0015.CrossRef

Rodkin, P. C., & Ryan, A. M. (2012). Child and adolescent peer relations in educational context. In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, M. Zeidner, (eds.) APA educational psychology handbook: Individual differences and cultural and contextual factors. Vol. 210.1037/13274-015. Washington: DC: American Psychological Association.

Rodkin, P. C. (2004). Peer ecologies of aggression and bullying. In D. L. Espelage, E. W. Gutgsell & S. M. Swearer (Eds.), Bullying in American schools: a social-ecological perspective on prevention and intervention (pp. 87–106). New York: Guilford Press.

Rodkin, P. C., Ryan, A. M., Jamison, R., & Wilson, T. (2013). Social goals, social behavior, and social status in middle childhood. Developmental Psychology, 49(6), 1139–1150. https://doi.org/10.1037/a0029389.CrossRefPubMed

Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of boys and girls. Psychological Bulletin, 132, 98–131. https://doi.org/10.1037/0033-2909.132.1.98.CrossRefPubMedPubMedCentral

Rose, A. J., Swenson, L. P., & Carlson, W. (2004). Friendships of aggressive youth: considering the influences of being disliked and of being perceived as popular. Journal of Experimental Child Psychology, 88(1), 25–45.CrossRef

Rubin, K. H., Bukowski, W., & Bowker, J. (2015). Children in peer groups. In M. Bornstein & T. Leventhal (Volume Eds.) and R. M. Lerner (Series Ed.), Handbook of child psychology and developmental science. Vol. 4: Ecological settings and processes, 7th Edn., (pp.175–222). New York: Wiley.

Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35(2), 101–111. https://doi.org/10.1207/s15326985ep3502_4.CrossRef

Schafer, M., Korn, S., Brodbeck, F. C., Wolke, D., & Schulz, H. (2005). Bullying roles in changing contexts: the stability of victim and bully roles from primary to secondary school. International Journal of Behavioral Development, 29(4), 323–335. https://doi.org/10.1080/01650250544000107.CrossRef

Sijtsema, J. J., Veenstra, R., Lindenberg, S., & Salmivalli, C. (2009). Empirical test of bullies’ status goals: assessing direct goals, aggression and prestige. Aggressive Behavior, 35, 57–67. https://doi.org/10.1002/ab.20282.CrossRefPubMed

Thomas, D. E., Bierman, K. L., & Powers, C. J. (2011). The influence of classroom aggression and classroom climate on aggressive-disruptive behavior. Child Development, 82, 751–757. https://doi.org/10.1111/j.1467-8624.2011.01586.x.CrossRefPubMedPubMedCentral

Tomada, G., & Schneider, B. H. (1997). Relational aggression, gender, and peer acceptance: invariance across culture, stability over time, and concordance among informants. Developmental Psychology, 33(4), 601–609. https://doi.org/10.1037//0012-1649.33.4.601.CrossRefPubMed

Vermande, M. M., Gilholm, P. A., Reijntjes, A. H., Hessen, D. J., Sterck, E. H., & Overduin-de Vries, A. M. (2018). Is inspiring group members an effective predictor of social dominance in early adolescence? Direct and moderated effects of behavioral strategies, social skills, and gender on resource control and popularity. Journal of Youth and Adolescence, 47(9), 1813–1829. https://doi.org/10.1007/s10964-018-0830-9.CrossRefPubMedPubMedCentral

Volk, A. A., Camilleri, J. A., Dane, A. V., & Marini, Z. A. (2012). Is adolescent bullying an evolutionary adaptation? Aggressive Behavior, 38(3), 222–238. https://doi.org/10.1002/ab.21418.CrossRefPubMed

Wasserman, S., & Faust, K. (1994). Social network analysis: methods and applications. New York: Cambridge University Press.CrossRef

Wellness, B. (1988). Structural analysis: from method and metaphor to theory and substance. In B. Wellness & S. D. Berkowitz (Eds.), Social structures: a network approach (pp. 19–61). New York: Cambridge University Press.

Wright, J. C., Giammarino, M., & Parad, H. W. (1986). Social status in small groups: individual–group similarity and the social “misfit”. Journal of Personality and Social Psychology, 50(3), 523–536. https://doi.org/10.1037//0022-3514.50.3.523.CrossRef

Xie, H., Swift, D. J., Cairns, B. D., & Cairns, R. C. (2002). Aggressive behaviors in social interaction and developmental adaptation: a narrative analysis of interpersonal conflicts during early adolescence. Social Development, 11(2), 205–224.CrossRef

Titel: Relationship Between Forms of Aggression and Social Status in South Korean Primary School Peer Groups
Auteurs: Jonghyo Park
Jingu Kim
Publicatiedatum: 01-04-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 6/2019
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-019-01396-7

Andere artikelen Uitgave 6/2019

A Pilot Study of the Tuning in to Kids Parenting Program in Iran for Reducing Preschool Children’s Anxiety

Open Access
Original Paper

Coping and Observed Emotions in Children of Parents with a History of Depression

Original Paper

Does It Matter Which Parent is Absent? Labor Migration, Parenting, and Adolescent Development in China

Original Paper

Adolescent Temperament, but Not Age or Gender, Is Associated with Parental Socialization of Positive Affect

Original Paper

Racial Discrimination and Psychological Distress among African American Adolescents: Investigating the Social Support Deterioration Model

Original Paper

A Quasi-Experimental Study of a Peer Support Group to Enhance Protective Factors for Fathers of Children in Head Start

Original Paper

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

Relationship Between Forms of Aggression and Social Status in South Korean Primary School Peer Groups

Abstract

Objectives

Methods

Results

Conclusion

Andere artikelen Uitgave 6/2019

A Pilot Study of the Tuning in to Kids Parenting Program in Iran for Reducing Preschool Children’s Anxiety

Coping and Observed Emotions in Children of Parents with a History of Depression

Does It Matter Which Parent is Absent? Labor Migration, Parenting, and Adolescent Development in China

Adolescent Temperament, but Not Age or Gender, Is Associated with Parental Socialization of Positive Affect

Racial Discrimination and Psychological Distress among African American Adolescents: Investigating the Social Support Deterioration Model

A Quasi-Experimental Study of a Peer Support Group to Enhance Protective Factors for Fathers of Children in Head Start

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Objectives

Methods

Results

Conclusion

Log in om toegang te krijgen

A Pilot Study of the Tuning in to Kids Parenting Program in Iran for Reducing Preschool Children’s Anxiety

Coping and Observed Emotions in Children of Parents with a History of Depression

Does It Matter Which Parent is Absent? Labor Migration, Parenting, and Adolescent Development in China

Adolescent Temperament, but Not Age or Gender, Is Associated with Parental Socialization of Positive Affect

Racial Discrimination and Psychological Distress among African American Adolescents: Investigating the Social Support Deterioration Model

A Quasi-Experimental Study of a Peer Support Group to Enhance Protective Factors for Fathers of Children in Head Start