Journal article
Aggression Predicts Changes in Peer Victimization that Vary by Form and Function
Journal of abnormal child psychology, Vol.46(2), pp.305-318
02/2018
Handle:
https://hdl.handle.net/2376/114153
PMID: 28500469
Abstract
Peer victimization is predictive of serious problems in adjustment, especially among children who are both victimized and aggressive. This study investigated how different types of aggression contribute to later victimization. Specifically, we examined prospective relationships between the types of aggression that children perpetrated and the types that they experienced at the hands of others. Trained observers coded schoolyard behavior of 553 children in grades 3–6 during the initial year of a bullying intervention program. Both observed aggression and victimization were specified by form (direct, indirect) and function (proactive, reactive). Total hourly rates of victimization were highest in the upper grades. Direct-reactive aggression uniquely predicted increases in victimization, while direct-proactive aggression predicted decreases, particularly in direct-proactive victimization. Indirect-proactive aggression (e.g., derogatory gossip) predicted increases in indirect-proactive victimization only in the control group. Indirect-reactive aggression and victimization occurred too rarely to detect change. Aggression-victimization relationships did not differ for boys and girls. Discussion considers why children might risk direct reactive aggression in the face of increased victimization. Different sequelae for different forms and functions of aggression highlight the need to resolve theoretical ambiguities in defining proactive and reactive aggression.
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Details
- Title
- Aggression Predicts Changes in Peer Victimization that Vary by Form and Function
- Creators
- Karin Frey - 0000000122986657 grid.34477.33 Educational Psychology, College of Education University of Washington Miller box 353600 Seattle WA 98105-3600 USAZoe Higheagle Strong - 0000 0001 2157 6568 grid.30064.31 Educational Psychology, College of Education Washington State University Pullman WA USA
- Publication Details
- Journal of abnormal child psychology, Vol.46(2), pp.305-318
- Academic Unit
- Educational Leadership, Sport Studies, and Educational/Counseling Psychology, Department of
- Publisher
- Springer US; New York
- Grant note
- NONE
- Identifiers
- 99900548593401842
- Language
- English
- Resource Type
- Journal article