The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school.
Journal Article (Journal Article)
Following a large, diverse sample of 4,096 children in 27 schools, this study evaluated the impact of 3 aspects of peer relations, measured concurrently, on subsequent child aggressive-disruptive behavior during early elementary school: peer dislike, reciprocated friends' aggressiveness, and classroom levels of aggressive-disruptive behavior. Teachers rated child aggressive-disruptive behavior in 1st and 3rd grades, and peer relations were assessed during 2nd grade. Results indicated that heightened classroom aggressive-disruptive behavior levels were related to proximal peer relations, including an increased likelihood of having aggressive friends and lower levels of peer dislike of aggressive-disruptive children. Controlling for 1st grade aggressive-disruptive behavior, the three 2nd grade peer experiences each made unique contributions to 3rd grade child aggressive-disruptive behavior. These findings replicate and extend a growing body of research documenting the multifaceted nature of peer influence on aggressive-disruptive behavior in early elementary school. They highlight the importance of the classroom ecology and proximal peer relations in the socialization of aggressive-disruptive behavior.
Full Text
Duke Authors
Cited Authors
- Powers, CJ; Bierman, KL; Conduct Problems Prevention Research Group,
Published Date
- June 2013
Published In
Volume / Issue
- 49 / 6
Start / End Page
- 1174 - 1186
PubMed ID
- 22545840
Pubmed Central ID
- PMC3674141
Electronic International Standard Serial Number (EISSN)
- 1939-0599
International Standard Serial Number (ISSN)
- 0012-1649
Digital Object Identifier (DOI)
- 10.1037/a0028400
Language
- eng