Abstract

We examined associations between proactive and reactive aggression and peer likability across two academic years. Analyses were based on a sample of 442 elementary school children. Proactive and reactive aggression were assessed through self-report and peer likability was assessed via a peer nomination inventory. Data were collected in the fall and spring of two academic years. Findings from cross-lagged multiple group longitudinal panel models where pathways were freely estimated for boys and girls provided evidence that the relation between reactive aggression and reciprocated liking and received only liking nominations was negative and transactional for girls. Proactive aggression had mixed associations with likability between boys and girls. Our findings suggest that preventative interventions that focus on reducing reactive aggression or increasing peer likability have the potential to shift children away from trajectories of long-term maladjustment.

摘要

我们研究了两个学年主动和被动攻击与同伴好感之间的关联。分析基于 442 名小学生的样本。通过自我报告评估主动和被动攻击行为，通过同伴提名清单评估同伴可爱度。数据是在两个学年的秋季和春季收集的。来自交叉滞后的多组纵向面板模型的结果，其中对男孩和女孩的路径进行了自由估计，提供了证据，表明反应性攻击与互惠喜欢之间的关系以及只接受点赞提名对女孩来说是负面的和交易性的。主动攻击性与男孩和女孩之间的好感度有着混合的关联。