A gender-balanced approach to the study of peer victimization and aggression subtypes in early childhood / Jamie M. OSTROV in Development and Psychopathology, 26-3 (August 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-3 (August 2014) . - p.575-587 Titre : A gender-balanced approach to the study of peer victimization and aggression subtypes in early childhood Type de document : Texte imprimé et/ou numérique Auteurs : Jamie M. OSTROV, Auteur ; Kimberly E. KAMPER, Auteur ; Emily J. HART, Auteur ; Stephanie A. GODLESKI, Auteur ; Sarah J. BLAKELY-MCCLURE, Auteur Article en page(s) : p.575-587 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A short-term longitudinal study during early childhood (N = 301; 155 girls; M = 44.76 months old, SD = 8.20) investigated the prospective associations between peer victimization and aggression subtypes. Specifically, observations of relational and physical victimization as well as teacher reports of the forms (i.e., relational and physical) and functions (i.e., proactive and reactive) of aggression were collected at two time points during an academic year. Within- and between-group gender differences were examined as part of the preliminary analyses. In order to address key study questions, both directions of effect between peer victimization and aggression subtypes were examined. We found that teacher-reported proactive relational aggression predicted decreases in observed relational victimization over time, whereas reactive relational aggression predicted increases in observed relational victimization over time. Ways in which these and other findings extend the literature are discussed. En ligne : http://dx.doi.org/10.1017/S0954579414000248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 [article] A gender-balanced approach to the study of peer victimization and aggression subtypes in early childhood [Texte imprimé et/ou numérique] / Jamie M. OSTROV, Auteur ; Kimberly E. KAMPER, Auteur ; Emily J. HART, Auteur ; Stephanie A. GODLESKI, Auteur ; Sarah J. BLAKELY-MCCLURE, Auteur . - p.575-587. Langues : Anglais (eng) in Development and Psychopathology > 26-3 (August 2014) . - p.575-587 Index. décimale : PER Périodiques Résumé : A short-term longitudinal study during early childhood (N = 301; 155 girls; M = 44.76 months old, SD = 8.20) investigated the prospective associations between peer victimization and aggression subtypes. Specifically, observations of relational and physical victimization as well as teacher reports of the forms (i.e., relational and physical) and functions (i.e., proactive and reactive) of aggression were collected at two time points during an academic year. Within- and between-group gender differences were examined as part of the preliminary analyses. In order to address key study questions, both directions of effect between peer victimization and aggression subtypes were examined. We found that teacher-reported proactive relational aggression predicted decreases in observed relational victimization over time, whereas reactive relational aggression predicted increases in observed relational victimization over time. Ways in which these and other findings extend the literature are discussed. En ligne : http://dx.doi.org/10.1017/S0954579414000248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237

Relational Aggression, Physical Aggression and Deception During Early Childhood: A Multimethod, Multi-informant Short-Term Longitudinal Study / Jamie M. OSTROV in Journal of Clinical Child & Adolescent Psychology, 37-3 (July-September 2008)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 37-3 (July-September 2008) . - p.664-675 Titre : Relational Aggression, Physical Aggression and Deception During Early Childhood: A Multimethod, Multi-informant Short-Term Longitudinal Study Type de document : Texte imprimé et/ou numérique Auteurs : Jamie M. OSTROV, Auteur ; Emily E. RIES, Auteur ; Kirstin STAUFFACHER, Auteur ; Stephanie A. GODLESKI, Auteur ; Adam D. MULLINS, Auteur Année de publication : 2008 Article en page(s) : p.664-675 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A short-term longitudinal study examined relational and physical aggression and deceptive behavior among 120 preschool-aged children (M = 44.36 months old, SD = 11.07). Multiple informants and methods (i.e., observational, teacher reports) were used. Evidence for discriminant validity of the observations of aggression subtypes was found. For example, observations of relational aggression were more highly associated with teacher reports of relational aggression than teacher reports of physical aggression. Observed relational aggression was significantly associated with concurrent and prospective increases in deceptive behavior, even after controlling for gender and observed physical aggression. In addition, observed relational aggression was a unique significant predictor of concurrent deception, above and beyond teacher reports of aggression subtypes, which provides important support for the utility of the observational methods. En ligne : http://dx.doi.org/10.1080/15374410802148137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Relational Aggression, Physical Aggression and Deception During Early Childhood: A Multimethod, Multi-informant Short-Term Longitudinal Study [Texte imprimé et/ou numérique] / Jamie M. OSTROV, Auteur ; Emily E. RIES, Auteur ; Kirstin STAUFFACHER, Auteur ; Stephanie A. GODLESKI, Auteur ; Adam D. MULLINS, Auteur . - 2008 . - p.664-675. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 37-3 (July-September 2008) . - p.664-675 Index. décimale : PER Périodiques Résumé : A short-term longitudinal study examined relational and physical aggression and deceptive behavior among 120 preschool-aged children (M = 44.36 months old, SD = 11.07). Multiple informants and methods (i.e., observational, teacher reports) were used. Evidence for discriminant validity of the observations of aggression subtypes was found. For example, observations of relational aggression were more highly associated with teacher reports of relational aggression than teacher reports of physical aggression. Observed relational aggression was significantly associated with concurrent and prospective increases in deceptive behavior, even after controlling for gender and observed physical aggression. In addition, observed relational aggression was a unique significant predictor of concurrent deception, above and beyond teacher reports of aggression subtypes, which provides important support for the utility of the observational methods. En ligne : http://dx.doi.org/10.1080/15374410802148137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

Relational aggression, victimization, and adjustment during middle childhood / Jamie M. OSTROV in Development and Psychopathology, 25-3 (August 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-3 (August 2013) . - p.801-815 Titre : Relational aggression, victimization, and adjustment during middle childhood Type de document : Texte imprimé et/ou numérique Auteurs : Jamie M. OSTROV, Auteur ; Stephanie A. GODLESKI, Auteur Article en page(s) : p.801-815 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A secondary analysis of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development was conducted to test the mechanisms by which relational aggression in third grade was associated both directly and indirectly with relational victimization in sixth grade. A large sample (N = 1,035; 522 girls; M = 8.3 years old; SD = 0.23) and multiple informants (teacher, child, and parent report) and methods were used to test several theoretically driven hypotheses. Our path analysis model suggested evidence for both direct and indirect pathways consistent with the sequential social process model of peer harassment. Relational aggression was significantly associated with future relational victimization even after controlling for physical aggression and gender. Loneliness mediated the direct association between relational aggression and peer victimization. A second model testing the reverse direction of effect revealed that relational victimization in third grade predicted relational aggression in sixth grade and was associated with loneliness and depressive symptoms in fifth grade, but there was no evidence for any of the indirect pathways. En ligne : http://dx.doi.org/10.1017/S0954579413000187 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Relational aggression, victimization, and adjustment during middle childhood [Texte imprimé et/ou numérique] / Jamie M. OSTROV, Auteur ; Stephanie A. GODLESKI, Auteur . - p.801-815. Langues : Anglais (eng) in Development and Psychopathology > 25-3 (August 2013) . - p.801-815 Index. décimale : PER Périodiques Résumé : A secondary analysis of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development was conducted to test the mechanisms by which relational aggression in third grade was associated both directly and indirectly with relational victimization in sixth grade. A large sample (N = 1,035; 522 girls; M = 8.3 years old; SD = 0.23) and multiple informants (teacher, child, and parent report) and methods were used to test several theoretically driven hypotheses. Our path analysis model suggested evidence for both direct and indirect pathways consistent with the sequential social process model of peer harassment. Relational aggression was significantly associated with future relational victimization even after controlling for physical aggression and gender. Loneliness mediated the direct association between relational aggression and peer victimization. A second model testing the reverse direction of effect revealed that relational victimization in third grade predicted relational aggression in sixth grade and was associated with loneliness and depressive symptoms in fifth grade, but there was no evidence for any of the indirect pathways. En ligne : http://dx.doi.org/10.1017/S0954579413000187 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

---

1 (1 - 3 / 3)