To date, relatively little is known about differences between perpetrators and victims of cyber and traditional forms of aggression. Hence, this study investigated differences among traditional and cyber aggressors and victims on psychosocial characteristics typically examined in research on traditional aggression and victimization, specifically effortful control, manipulativeness, remorselessness, proactive and reactive aggression, and anxious/depressive symptoms. Participants (N = 300; 63.2% female; M age = 12.89, SD = .95; 52% Caucasian, 27% African American, 11% Latino, and 10% other) were categorized based on aggressor type (non/low aggressor, traditional-only, cyber-only, and combined traditional and cyber) and victim type (non-victim, traditional-only, cyber-only, and combined traditional and cyber). Cyber aggressors reported lower levels of reactive aggression compared to traditional-only and combined aggressors. Combined aggressors demonstrated the poorest psychosocial profile compared to all other aggressor groups. For victimization, cyber-only and combined victims reported higher levels of reactive aggression and were more likely to be cyber aggressors themselves compared to traditional-only victims and non-victims. Findings suggest that there may be unique aspects about cyber aggression and victimization that warrant further investigation.
Stress is known to amplify the link between pubertal timing and psychopathology. However, few studies have examined the role of peer stress as a context for this link. The present study examined the interaction between perceived pubertal timing and peer stress on symptoms of psychopathology in early adolescence. The sample consisted of 264 students (63% female; M (age) = 12.40, SD = 1.00; 55% Caucasian, 23% African American, 7% Latino, 11% biracial and 4% other). Higher peer stress was associated with symptoms of anxiety/depression; this effect did not vary by timing or gender. However, early-maturing girls with high peer stress demonstrated higher rates of relational and overt aggression compared to other girls. Findings also suggested that late-maturing boys with high stress are at risk for aggression problems; however, due to the small number of boys, analyses were exploratory. Overall, results suggest that developmentally salient contexts as indicated by stressful peer experiences may pose unique threats to early maturing girls and possibly late-maturing boys.
We employed a social network analysis approach to examine the associations between friendship network position and cortisol levels. The sample consisted of 74 first-year students (93% female, ages 22-38 years, M = 27) from a highly competitive, accelerated Nursing program. Participants completed questionnaires online, and the entire group met at one time to complete a series of sociometric nominations and donated a saliva sample. Saliva was later assayed for cortisol. Metrics derived from directed friendship nominations indexed each student's friendship network status regarding popularity, gregariousness, and degree of interconnectedness. Results revealed that (1) individuals with lower gregariousness status (i.e., lowest number of outgoing ties) had higher cortisol levels, and (2) individuals with higher popularity status (i.e., higher numbers of incoming ties) had higher cortisol levels. Popularity and gregariousness-based network status is significantly associated with hypothalamic-pituitary-adrenal axis activity. Implications for prevailing theories of the social determinants of individual differences in biological sensitivity and susceptibility to context are discussed.
Objective This study compared the ability of teacher, parent, and peer reports of aggressive behavior in early childhood to accurately classify cases of maladaptive outcomes in late adolescence and early adulthood. Method Weighted kappa analyses determined optimal cut points and relative classification accuracy among teacher, parent, and peer reports of aggression assessed for 691 students (54% male; 84% African American, 13% White) in the fall of first grade. Outcomes included antisocial personality, substance use, incarceration history, risky sexual behavior, and failure to graduate from high school on time. Results Peer reports were the most accurate classifier of all outcomes in the full sample. For most outcomes, the addition of teacher or parent reports did not improve overall classification accuracy once peer reports were accounted for. Additional gender-specific and adjusted kappa analyses supported the superior classification utility of the peer report measure. Conclusion The results suggest that peer reports provided the most useful classification information of the three aggression measures. Implications for targeted intervention efforts which use screening measures to identify at-risk children are discussed.
Aims This study sought to more precisely delineate the mechanisms by which two early elementary school-based, universal (i.e., applied to the entire population regardless of risk status) preventive interventions increased survival to first tobacco cigarette smoked. Specifically, we examined whether the interventions’ effect on survival to first use was via the reduction of offers to smoke and/or through preventing the transition from first offer to smoking. Methods A total of 678 urban first-graders were assigned randomly to the classroom-centered (CC), or the family-school partnership (FSP), or a control classroom condition. Youth were followed annually until one year beyond their anticipated high school graduation (mean age ~18 years). Discrete-time survival analyses on 628 youth evaluated the impact of the CC and FSP interventions on first tobacco offer and initial tobacco smoking once offered. Findings The risk of being offered tobacco was reduced among both CC and FSP intervention groups relative to the control group, although the reduction was only statistically significant for the CC intervention. Neither intervention condition reduced the transition to smoking once offered tobacco to smoke. Conclusion The CC intervention appeared to have its effect on survival to first cigarette smoked by delaying the first offer to smoke. Preventive interventions focused on refusal skills during the middle school years may be necessary to reduce the likelihood of the transition to smoking once offered.
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