SavedAdd your journal

Journals / Kuram ve Uygulamada Eğitim Bilimleri / 2016 / Cilt: 16 - Sayı: 1

Peer Relations and Peer Deviance as Predictors of Reactive and Proactive Aggression among High School Girls

ASLI UZ BAŞ
FATMA SELDA ÖZ SOYSAL
Pages
173–186
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings also indicated that self-disclosure, loyalty, and mild deviance among peers were significant predictors of reactive aggression, while loyalty and mild deviance were significant predictors of proactive aggression.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to investigate associations between reactive and proactive aggression and peer relations and peer deviance among high school girls.
📊
Key Findings & Data:A total of 442 high school students participated in this study.
💡
Conclusion & Impact:Findings also indicated that self-disclosure, loyalty, and mild deviance among peers were significant predictors of reactive aggression, while loyalty and mild deviance were significant predictors of proactive aggression.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study aimed to investigate associations between reactive and proactive aggression and peer relations and peer deviance among high school girls. A total of 442 high school students participated in this study. Reactive-Proactive Aggression Questionnaire, the Peer Relations Scale, and the Peer Deviance Scale were used to collect data. Results revealed that self-disclosure, loyalty, mild deviance, and serious deviance were significantly and positively correlated with both reactive and proactive aggression. Findings also indicated that self-disclosure, loyalty, and mild deviance among peers were significant predictors of reactive aggression, while loyalty and mild deviance were significant predictors of proactive aggression.

🔖

Cite This Article

BAŞ, A. U., SOYSAL, F. S. Ö. (2016). Peer Relations and Peer Deviance as Predictors of Reactive and Proactive Aggression among High School Girls. Kuram ve Uygulamada Eğitim Bilimleri, Cilt: 16 - Sayı: 1, 173–186. https://ajindex.com/articles/346032

References (12)

  1. Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual Review of Psychology, 53, 27-51.
  2. Berkowitz, L. (1989). Frustration-aggression hypothesis: Examination and reformulation. Psychological Bulletin, 106, 59-73.
  3. Bierman, K. L., Bruschi, C., Domitrovich, C., Fang, G. Y., & Miller-Johnson, S. (2004). Early disruptive behaviors associated with emerging antisocial behavior among girls. In M. Putallaz & K. L. Bierman (Eds.), Aggression, antisocial behavior, and violence among girls (pp. 137-161).
  4. New York, NY: The Guilford Press.
  5. Byrne, B. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum. adolescent aggression: A review of the literature and the correlates of aggression. Public Works and Government Services Canada. Retrieved September 14, 2015 from www. pimatisiwin.com/uploads/1444772841.pdf Miller, J. D., & Lynam, D. R. (2006). Reactive and proactive aggression: Similarities and differences. Personality and Individual Differences, 41, 1469-1480.
  6. Ostrov, J. M., Murray-Close, D., Godleski, S. A., & Hart, E. M. (2013). Prospective associations between forms and functions of aggression and social and affective processes during early childhood. Journal of Experimental Child Psychology, 116(1), 19-36.
  7. Pepler, D., Craig, W., Yuile, A., & Connolly, J. (2004). Girls who bully: A developmental and relational perspective. In M. Putallaz & K. L. Bierman (Eds.), Aggression, antisocial behavior, and violence among girls (pp. 90-109 ). New York, NY: The Guilford Press.
  8. Polman, H. (2008). Hot-headed or cold-blooded? Towards a clear distinction between reactive and proactive aggression in youth (Master's thesis, Utrecth University, Netherlands). Retrieved from http://dspace.library.uu.nl/handle/1874/27772
  9. Polman, H., Castro, B. O., Koops, W., Boxtel, H. W., & Merk, W. W. (2007). A Meta-Analysis of the distinction between reactive and proactive aggression in children and adolescents. Journal of Abnormal Child Psychology, 35, 522-535.
  10. Poulin, F., & Boivin, M. (2000). Reactive and proactive aggression: Evidence of a two-factor model. Psychological Assessment, 12, 115-122.
  11. Prinstein, M. J., & Cillessen, A. H. N. (2003). Forms and functions of adolescent peer aggression associated with high levels of peer status. Merrill-Palmer Quarterly, 49, 310-342.
  12. Putallaz, M., Kupersmidt, J. B., Coie, J. D., McKnight, K., & Grimes, C. L. (2004). A behavioral analysis of girls' aggression and victimization. I