Longitudinal Examination of Aggression and Study Skills From Middle to High School: Implications for Dropout Prevention

Orpinas, Pamela; Raczynski, Katherine; Hsieh, Hsien-Lin; Nahapetyan, Lusine; Horne, Arthur M.

doi:10.1111/josh.12602

Cited by 4 publications

(3 citation statements)

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“…Data for this study were obtained from the Healthy Teens Longitudinal Study. In the previous study, researchers identified three trajectories of aggression based on teacher ratings collected annually from Grade 6 to 12 (Orpinas et al, 2018). A randomly-selected group of sixth graders from nine middle schools located in Northeast Georgia, USA, were invited to participate.…”

Section: Participantsmentioning

confidence: 99%

“…e previous study used the aggression subscale of the adolescent version of the nationally normed Behavior Assessment System for Children-Teacher Rating Scales (BASC-TRS) to identify trajectories of student aggressive behavior (Orpinas et al, 2018). Aggression (14 items, alpha = 0.95) refers to the ''tendency to act in a hostile manner (either verbal or physical) that is threatening to others'' (Reynolds & Kamphaus, 1992, p. 48).…”

Section: Instrumentsmentioning

confidence: 99%

“…To expand the research on processing social information, the purpose of this study was to examine whether the goals and strategies students used to respond to peer conflict differed by three distinct trajectories of aggressive behavior identified in a previous longitudinal study. In 2018, based on the Healthy Teens Longitudinal Study, Orpinas and colleagues published a study describing trajectories of aggressive student behavior (Orpinas, Raczynski, Hsieh, Nahapetyan, & Horne, 2018). A cohort of students that had been randomly selected in sixth grade completed annual self-reports from sixth to twelh grades.…”

Section: Introductionmentioning

confidence: 99%

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Goals and Strategies to Solve Peer Conflict: Comparison by Aggression Trajectories

Douglas,

Orpinas

2019

Pensam. psicol.

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Objective. Prior research identified three trajectories of adolescent aggressive behavior from Grades 6 to 12: Low, Medium Desisting, and High Desisting Aggression. This study examined whether youth in these trajectories differed in their goals and strategies to solve conflict. Method. The sample consisted of 620 randomly selected students participating in the Healthy Teens Longitudinal Study. Participants attended schools in Northeast Georgia, USA. Mean scores were plotted for the seven years, and analysis of variance was used to examine whether student endorsement of goals and strategies differed by aggression trajectories. Results. Self-reported student goals and strategies were stable over time. At Grade 6 and 12, significantly more students in the Low Aggression trajectory endorsed positive goals and strategies to resolve peer conflict, and significantly more students in the two more aggressive trajectories endorsed aggressive goals and strategies. Youth in the two more aggressive trajectories did not differ in goals or strategies. Seeking help from a teacher did not vary by aggression trajectory or grade level. Conclusion. Given the stability of goals and strategies, school should implement programs early to enhance social-cognitive factors affecting students’ behavior in peer conflict situations, and thus prevent violence and enhance a positive school climate.

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Section: Participantsmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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