Overt and Relational Aggression on the Playground: Correspondence Among Different Informants

Trajectories and predictors of indirect aggression: results from a nationally representative longitudinal study of Canadian children aged 2–10

“…In fact, to date, only a few studies have been conducted on younger (i.e., preschool-age) children's use of indirect aggression [e.g., Bonica et al, 2003;Crick et al, 1997Crick et al, , 1999aHawley, 2003;McNeilly-Choque et al, 1996;Monks et al, 2003;Ostrov and Keating, 2004] and only two published studies have examined the use of indirect aggression longitudinally with younger children [Cote et al, in press;Vaillancourt et al, 2003]. In the Vaillancourt et al [2003] study, age-related changes in indirect aggression were not investigated directly.…”

“…In fact, our current understanding of indirect aggression has centered on a limited number of variables that have, for the most part, been examined concurrently, and have converged on rather similar findings. These studies have shown that: (1) older children use indirect aggression more than younger children [e.g., Bjorkqvist, 1994;Bjorkqvist et al, 1992a,b;Lagerspetz et al, 1988], (2) those who use indirect aggression and fall victim to such attacks tend to suffer from a host of psychosocial adjustment problems [e.g., Crick et al, 1997Crick et al, , 1999aMcNeilly-Choque et al, 1996], and (3) females tend to use indirect aggression more than males, who in turn use physical aggression more than females [e.g., Bonica et al, 2003;Crick, 1995Crick, , 1996Crick et al, 1997Crick et al, , 1999aCrick and Grotpeter, 1995;Feshbach, 1969Feshbach, , 1971Lagerspetz et al, 1988;McNeilly-Choque et al, 1996;Ostrov and Keating, 2004;Tapper and Boulton, 2004]. Some researchers have reported no sex differences in the use of indirect aggression [Hart et al, 1998;Willoughby et al, 2001], or sex differences in favor of males [David and Kistner, 2000;Hennington et al, 1998;McEvoy et al, 2003;Salmivalli and Kaukianen, 2004;Tomada and Schneider, 1997].…”

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

“…The use of teacher rating scales for these constructs may have contributed to shared method and source variance. There is a risk that teachers if asked to rate a child's classroom performance early in the school year may hold on to their judgment at a later point in the year (McNeilly-Choque, Hart, Robinson, Nelson, & Olsen, 1996). However, the use of teacher report measures in this study must be seen within the larger context of the preschool assessment literature.…”

“…Furthermore, teachers are relatively accurate, reliable, and unobtrusive observers of classroom phenomena (McNeilly-Choque et al, 1996;Schuck, Oehler-Stinnett, & Stinnett, 1995). Because of their familiarity with many different children over time and their exposure to infrequently occurring, but significant behavior, they are natural and valuable informants for classroom behaviors (McNeilly-Choque et al, 1996). The measures that were used in this study called for teachers to identify/rate observable behaviors in different classroom situations (e.g., in learning activities, free play, and general classroom activities).…”

“…Teacher rating scales, particularly the ones used in this study, are the only available measures of these classroom-based constructs for this population that can be practically administered on a large scale. Furthermore, teachers are relatively accurate, reliable, and unobtrusive observers of classroom phenomena (McNeilly-Choque et al, 1996;Schuck, Oehler-Stinnett, & Stinnett, 1995). Because of their familiarity with many different children over time and their exposure to infrequently occurring, but significant behavior, they are natural and valuable informants for classroom behaviors (McNeilly-Choque et al, 1996).…”