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Peer victimization and aggression across elementary school

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Rachael Dianna Reavis (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Susan Keane

Abstract: The current study examined peer victimization and aggression across elementary school (K, 1st, 2nd, and 5th grades) using Latent Class Growth Analysis (LCGA). Participants were 2624 kindergartners, 1312 of whom contributed longitudinal data. All data were collected via peer nominations. Results indicated four latent classes: Normative (low and declining victimization and aggression); Moderate (elevated and declining victimization and aggression); Increasing Victimization, Stable Aggression; and Decreasing Victimization, High Aggression. These classes were consistent with the behavioral theory of peer victimization. Class membership was predicted by gender, friend status (whether a child has a mutual friend), and friend characteristics (withdrawal and aggression). Patterns and implications for intervention are discussed.

Additional Information

Publication
Dissertation
Language: English
Date: 2011
Keywords
Aggression, Bullying, Friendship, Peer Victimization
Subjects
Bullying in schools $z United States $x Psychological aspects $v Case studies
Bullying in schools $z United States $x Prevention
Aggressiveness in children $z United States $x Prevention
Education, Elementary $z United States