Factors associated with peer and teacher discordant identification of relationally aggressive students

Chandler E. Puhy

doi:10.17918/ej4t-3r61

Background Relational aggression is characterized by attempts to damage another's relationships or social status and is a major concern affecting both the health and academic outcomes of youth. Relational aggression needs more research and intervention work given historically inaccurate perceptions of this form of aggression as less deleterious than overt forms. It has also been less-often a topic of investigation among urban, minority youth, and thus research with this population is needed. Research and intervention are reliant upon teacher and peer identification of relationally aggressive students, which is often discordant. Aims The present study aimed to determine factors associated with teacher and peer discordant and concordant identification of relationally aggressive students while controlling for age, gender, and overt aggression. It was hypothesized that instances when the teacher does not identify a student as relationally aggressive, but peers do, are associated with higher teacher-rated academic motivation/engagement and prosocial behavior, lower peer-rated prosocial behavior, and higher popularity. It was hypothesized that instances when the teacher and peers agree that a student is relationally aggressive are associated with lower teacher-rated academic motivation/ engagement and prosocial behavior, lower peer-rated prosocial behavior, and higher popularity. Method Participants (N = 178) included youth aged 8 - 11 years (M = 9.8, SD = .95, 92% Black/African American, 51.1% female) at two urban elementary schools. Peer nomination procedures identified peers who were relationally aggressive, overtly aggressive, prosocial, and popular. Teacher ratings on the Children's Social Behavior Questionnaire (CSB-T; Crick, 1996) and Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 1999) provided ratings of prosocial behavior and academic motivation/engagement, respectively. Binomial logistic regressions were used to determine the contribution of each factor to the likelihood that a student would be identified as relationally aggressive by their peers, but not their teacher, or concordantly identified as aggressive by both their teacher and peers. Results Overall, 29% of students were discordantly classified by their teacher and peers. The first hypothesis was partially supported, and analysis resulted in a statistically significant model, [chi]2(4) = 26.356, p < .000, Nagelkerke R2 = 54.4%. As teacher-rated academic motivation/engagement increased, a student was 1.21 times more likely to be identified as relationally aggressive by their peers, but not by their teacher (p = .015). As peer-rated prosocial behavior decreased, a student was .12 times more likely to be identified as relationally aggressive by their peers, but not by their teacher (p = .003). The logistic regression for the second hypothesis resulted in a statistically significant model ([chi]2(4) = 100.566, p < .000, Nagelkerke R2 = 86.8%. However, none of the primary predictors were significant. Discussion Higher academic motivation/engagement may obscure teacher identification of relational aggression, though a small effect size was observed. The lack of significant contribution of the primary predictors in the analysis of students concordantly identified highlights both heterogeneity in presentation of this group of students and that other factors not examined in the present study are likely better indicators of group membership. Until future research can enhance detection protocols, use of both teacher and peer perspectives is encouraged.

Factors associated with peer and teacher discordant identification of relationally aggressive students

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Factors associated with peer and teacher discordant identification of relationally aggressive students

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