Deception and subtypes of aggression during early childhood

Ostrov, Jamie M.

doi:10.1016/j.jecp.2005.10.004

Cited by 64 publications

(47 citation statements)

References 53 publications

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“…Pellegrini (2001) further called for additional studies with multiple methods and informants, including direct observation, to examine correlations across sources of data. In keeping with this past work, we anticipated moderate levels of agreement for both aggression subtypes between teachers and observers (e.g., Crick et al, 2006;Ostrov, 2006;Ostrov & Keating, 2004) and low but significant amounts of concordance between parents (i.e., privy to more private displays of aggression) and teachers (Casas et al, 2006) and between parents and observers. Third, we investigated how parent-child conflict affects concurrently observed physical and relational aggression with peers at school during early childhood when controlling for the alternative aggression construct and gender (Brown et al, 2007).…”

Section: Current Study and Hypothesessupporting

confidence: 70%

Preschoolers’ aggression and parent–child conflict: A multiinformant and multimethod study

Ostrov

Bishop

2008

Journal of Experimental Child Psychology

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Section: Current Study and Hypothesessupporting

confidence: 70%

Preschoolers’ aggression and parent–child conflict: A multiinformant and multimethod study

Ostrov

Bishop

2008

Journal of Experimental Child Psychology

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“…Peer nominations of social aggression also have been linked to girls' lower prosocial behavior ). Finally, Ostrov (2006) found that observations of social aggression positively predicted higher levels of teacher-rated deception among boys and girls.…”

Section: Individual-level Findingsmentioning

confidence: 90%

A Review and Reconceptualization of Social Aggression: Adaptive and Maladaptive Correlates

Heilbron

Prinstein

2008

Clin Child Fam Psychol Rev

126

100

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The emergence of a research literature exploring parallels between physical and nonphysical (i.e., social, relational, indirect) forms of aggression has raised many questions about the developmental effects of aggressive behavior on psychological functioning, peer relationships, and social status. Although both forms of aggression have been linked to problematic outcomes in childhood and adolescence, more recent findings have highlighted the importance of considering the possible social rewards conferred by socially aggressive behavior. This paper examines relevant theory and empirical research investigating the adaptive and maladaptive correlates specific to nonphysical forms of aggression. Findings are explored at the level of group (e.g., peer rejection), dyadic (e.g., friendship quality), and individual (e.g., depressive symptoms) variables. Key developmental considerations and methodological issues are addressed, and recommendations for future research integrating current theoretical conceptualizations and empirical findings on social aggression are advanced.

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“…There were no other systematic differences across the schools. Prior data from this project has been published in one manuscript that explored questions related to relational and physical aggression and social cognitive processes (Ostrov 2006), but that data was from only one time and one cohort.…”

Section: Methodsmentioning

confidence: 99%

Forms of Aggression and Peer Victimization During Early Childhood: A Short-term Longitudinal Study

Ostrov

2007

J Abnorm Child Psychol

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160

170

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A multi-informant and multi-measure short-term longitudinal study of the association between subtypes of aggression and peer victimization was conducted in an early childhood sample (M = 44.36 months; SD = 11.07; N = 120). Observational and teacher report measures demonstrated appropriate reliability and validity as well as stability across an academic year. Concurrent associations revealed that observed relational aggression was uniquely associated with teacher reported relational victimization and observed physical aggression was uniquely associated with teacher reported physical victimization. Prospective findings indicated that observed relational aggression predicted increases in teacher reported relational victimization for girls only, controlling for the variance associated with physical aggression, prosocial behavior, physical victimization, and gender. Peer rejection partially mediated the association between observed relational aggression at time 1 and teacher reported relational victimization at time 2. Ways in which these and other prospective findings extend the extant literature are discussed.

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Deception and subtypes of aggression during early childhood

Cited by 64 publications

References 53 publications

Preschoolers’ aggression and parent–child conflict: A multiinformant and multimethod study

Preschoolers’ aggression and parent–child conflict: A multiinformant and multimethod study

A Review and Reconceptualization of Social Aggression: Adaptive and Maladaptive Correlates

Forms of Aggression and Peer Victimization During Early Childhood: A Short-term Longitudinal Study

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