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Accepted (AM)Open Access (License Unspecified), Open
Journal article
Identifying Relationally Aggressive Students: How Aligned are Teachers and Peers?
School mental health, v 14(3), pp 709-723
10 Jan 2022
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Relational aggression is characterized by attempts to damage another's relationships or social status and is a major concern affecting academic, socioemotional, behavioral, and health outcomes, particularly for urban, minority youth. Teachers and peers frequently disagree about which students are relationally aggressive. Factors associated with peer and teacher discordant and concordant identification of relationally aggressive students were explored including prosocial behavior, perceived popularity, academic competence, and gender. Participants included 178 3rd-5th grade students across 11 urban classrooms. Findings revealed that students were more likely to be rated as relationally aggressive by their peers but not their teacher as scores on peer nominations for prosocial behavior decreased, while teacher-rated academic motivation/participation increased. Female students were more likely to be concordantly identified by peers and teachers as relationally aggressive when ratings for overt aggression increased. These results highlight the utility of obtaining ratings from multiple informants as well as the difficulty in accurately identifying all students who may benefit from interventions targeting relational aggression. Findings also suggest factors that may be related to the potential shortcomings of current measures and provide avenues for additional research to improve detection of relationally aggressive students.
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Details
- Title
- Identifying Relationally Aggressive Students: How Aligned are Teachers and Peers?
- Creators
- Chandler E. Puhy - Drexel UniversityBrian P. Daly - Drexel UniversityStephen S. Leff - Violence Prevention Institute, Children’s Hospital of PhiladelphiaTracy E. Waasdorp - Violence Prevention Institute, Children’s Hospital of Philadelphia
- Publication Details
- School mental health, v 14(3), pp 709-723
- Publisher
- Springer Nature
- Number of pages
- 15
- Grant note
- 1R01HD094833-01A1 / National Institute of Child Health and Human Development (NICHD); United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD) R305AI30175 / Institute of Educational Sciences in the Department of Education School District of Philadelphia
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology)
- Web of Science ID
- WOS:000741572000001
- Scopus ID
- 2-s2.0-85122897795
- Other Identifier
- 991019169015104721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychology, Developmental
- Psychology, Educational