TY - JOUR
T1 - The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school
AU - the Conduct Problems Prevention Research Group
AU - Powers, Christopher J.
AU - Bierman, Karen L.
AU - Dodge, Kenneth A.
AU - Greenberg, Mark T.
AU - Lochman, John E.
AU - McMahon, Robert J.
AU - Pinderhughes, Ellen E.
PY - 2013/6/1
Y1 - 2013/6/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84882580922&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84882580922&partnerID=8YFLogxK
U2 - 10.1037/a0028400
DO - 10.1037/a0028400
M3 - Article
C2 - 22545840
AN - SCOPUS:84882580922
SN - 0012-1649
VL - 49
SP - 1174
EP - 1186
JO - Developmental psychology
JF - Developmental psychology
IS - 6
ER -