Peer Ratings of Aggression: Relation to Social Skills, Behavior Problems, and Friendships.

Autor/inn/en	McIntosh, Ruth; Vaughn, Sharon
Titel	Peer Ratings of Aggression: Relation to Social Skills, Behavior Problems, and Friendships.
Quelle	(1993), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Aggression; Behavioral Science Research; Elementary School Students; Grade 1; Grade 2; Interpersonal Competence; Peer Acceptance; Peer Evaluation; Personality Traits; Primary Education; Problem Children; Sex Differences; Student Behavior + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Interpersonale Kompetenz; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Primarbereich; Problem child; Child at risk; Risikokind; Sex difference; Geschlechtsunterschied; Student behaviour; Schülerverhalten
Abstract	This study examined the aggressive behaviors of children through peer ratings to teacher ratings of problem behaviors and social skills and peer ratings of friendship. Peer data are valid measures and may be more accurate than teacher or self measures because peers are more likely to be present when aggression occurs. This study examines a peer rating scale of childhood aggression (CAPERS) and its relation to peer acceptance. Items for the rating scale were selected because of their specificity to two subtypes of aggression. Sex differences on the items on the peer rating scale of aggression also are examined. The hypothesis that sex differences would consistently exist was not confirmed. Aggressive behaviors as rated by peers in first and second grade children were stable across a one year span. Aggressive behaviors in children appeared stable across time and classrooms, and were linked to other maladaptive behaviors. Aggressive peer ratings also were related to teacher measures of conduct disorders and peer ratings of children who were least likely to be chosen as friends. Although it was expected that different dimensions of childhood aggression would be distinguished in children's peer groups, this finding was not supported in the results of this study. The study concluded that the CAPERS proved to be a reliable assessment of aggressive behavior for students in first and second grade, across gender and ethnic diversity with consistent and predictable relations to peer acceptance. However, the study did not support a multiple factor model of childhood aggression. (DK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC