ERIC Number: EJ786062
Record Type: Journal
Publication Date: 2008-Apr
Reference Count: 0
Social Status and Aggressive and Disruptive Behavior in Girls: Individual, Group, and Classroom Influences
Estell, David B.; Farmer, Thomas W.; Pearl, Ruth; Van Acker, Richard; Rodkin, Philip C.
Journal of School Psychology, v46 n2 p193-212 Apr 2008
Recent studies have found distinct subtypes of aggressive youth, marked by either high social status or social marginalization, and that various measures of status differentially associate with aggression. The majority of these studies, however, focused on boys, adolescents, and/or relational aggression in girls. The current research examined how the kind of status measured and the social ecology affect the association between overt aggression and social status in a sample of 187 3rd grade girls. Cluster analysis uncovered aggressive-popular, aggressive-unpopular, and prosocial-popular configurations. Although likeability was related solely to prosocial behavior, other measures of status co-occurred with both prosocial and aggressive behavior. Peer-group behavior complemented that of individuals, though peer-group and classroom acceptance of aggression were not related to cluster prevalence.
Descriptors: Prosocial Behavior, Social Status, Aggression, Females, Group Behavior, Grade 3, Student Behavior, Rejection (Psychology), Social Influences, Elementary School Students, Peer Acceptance, Antisocial Behavior, Peer Relationship, Incidence, Classroom Environment
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: firstname.lastname@example.org; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Authoring Institution: N/A