The Allure of a Mean Friend: Relationship Quality and Processes of Aggressive Adolescents with Prosocial Skills

Autor/inn/en	Hawley, Patricia H.; Little, Todd D.; Card, Noel A.
Titel	The Allure of a Mean Friend: Relationship Quality and Processes of Aggressive Adolescents with Prosocial Skills
Quelle	In: International Journal of Behavioral Development, 31 (2007) 2, S.170-180 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025407074630
Schlagwörter	Prosocial Behavior; Aggression; Intimacy; Friendship; Grade 8; Grade 9; Grade 10; Foreign Countries; Adolescents; Grade 7; Peer Relationship; Antisocial Behavior; Interpersonal Competence; Secondary School Students; Germany + Suchen Sie Ihr Suchwort? Intimität; Freundschaft; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 07; 7. Schuljahr; Schuljahr 07; Peer-Beziehungen; Interpersonale Kompetenz; Sekundarschüler; Deutschland
Abstract	Recent theory on social dominance suggests that aggressive individuals should be socially successful if they also display prosocial behavior. The combination of coercive and prosocial strategies of resource control (i.e., bistrategic control) is thought to facilitate hierarchy ascension. Adolescents (N = 929, grades 7-10) were queried about the quality of their friendships and their friends' behavior towards them. The friendships of the aggressive bistrategic controllers (derived by peer nomination) were rated among the highest on intimacy, fun, and conflict. Additionally, bistrategic friendships had high levels of overt and relational aggression. Thus, bistrategic friendships yield high benefits but also costs. This study attempts to illuminate the "peer regard - aggression paradox" via an evolutionary approach to human status hierarchies. (Contains 5 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10