The relationship between three types of aggression and peer relations in elementary school children

Abstract

Previous studies have repeatedly found that aggression causes various internalizing and externalizing problems. Despite the robust relationship, exactly how aggression causes these problems remains unclear, although it is plausible to postulate that this occurs both directly and indirectly (via other behavioural factors). One possible indirect factor might be the aggravation of peer relations. The poor peer relations of aggressive children could make them isolated psychologically or physically from peers, which in turn might result in depressive or disruptive problems. This study examined the relationships between three types of aggression and peer relations in Japanese elementary school children. The three aggression types comprised reactive-expressive (i.e., verbal and physical aggression), reactive-inexpressive (e.g., hostility), and proactive-relational aggression (i.e., aggression that can break human relationships, for instance, by circulating malicious rumours). Participants were 1581 children in grades 4 to 6 (752 boys and 829 girls), all of whom completed the Proactive-Reactive Aggression Questionnaire for Children to measure three types of aggression and the Peer Relation Questionnaire to measure peer relations (mutual understanding, self-disclosure, and similarity of taste) and number of friends. Hierarchical regression analyses of the data showed that higher scores of relational aggression were significantly associated with higher scores of all of the peer relations and the number of friends, and that higher scores of inexpressive aggression were significantly associated with lower scores of all except for self-disclosure in the peer relations. These findings suggest that among the three types of aggression, relational aggression leads to the best friendship in both dyadic relations and the number of friends, whereas inexpressive aggression to the poorest friendship. The implications of these findings with respect to internalizing and externalizing problem behaviours for aggressive children are discussed.

Ecological factors associated with behavioral problems in vulnerable children

“…Specifically, the study's data indicated that the children with few friends had significantly higher withdrawn/depressed scale scores. Yamasaki and Nishida () reported that children with fewer friends showed significantly more aggressive behaviors than did those with many friends (Yamasaki & Nishida). Next, lower levels of parental HRQOL were significantly associated with internalizing and externalizing problems in the present study.…”

Physical and relational aggression as predictors of children's friendship experiences: Examining the moderating role of preference norms

“…Although the term relational aggression is used throughout the present study, our review of the literature includes findings from studies examining each of these constructs, given their high similarity. Relational aggression has been associated with a greater number of friends relative to physical aggression (Yamasaki & Nishida, 2009). Physically aggressive children may be less desirable as friends, because associating with them may involve risk of physical conflict and injury (Grotpeter & Crick, 1996).…”

Measuring Value-Added-Oriented Bim Climate in Construction Projects: Dimensions and Indicators

“…The dimensions of VAO BIM climate in the internal process model were peer relations and focus on others. Originating from relationships in the workplace, and supported by friends and trust, peer relations are measured by indicators involving high-quality relationships (Kaewpan et al, 2017), support from colleagues (Reich & Benbasat, 1996;Yamasaki & Nishida, 2009), and trusting colleagues (Parker et al, 1995). When implementing BIM in construction projects, the aforementioned indicators are reflected by obtaining quality of relationships through BIM (OQR-BIM), receiving more colleagues' support through BIM (RCS-BIM), and increasing trust in colleagues (ITC-BIM).…”

“…Peer relations Obtaining quality of relationships through BIM OQR-BIM Kaewpan et al 2017Receiving more colleagues' support through BIM RCS-BIM Reich and Benbasat (1996), Yamasaki and Nishida (2009) Increasing trusts in colleagues ITC- BIM Parker et al (1995) Focus on Others West et al (1998) Work innovation through BIM WI- BIM Hülsheger et al (2009) Learning from each other through BIM LEO-BIM Kivimaki and Elovainio (1999) Understanding task criteria with BIM UTC-BIM Kivimäki et al (1997) Hierarchical influence Documenting power and responsibility with BIM DPR-BIM Dahl and Olsen (2013) Perceiving less authoritarian PLA-BIM Payne and Mansfield (1973) Goal effectiveness…”