TY - JOUR
T1 - Patterns of peer- and teacher-rated aggression, victimization, and prosocial behavior in an urban, predominantly African American preadolescent sample
T2 - Associations with peer-perceived characteristics
AU - Bettencourt, Amie F.
AU - Musci, Rashelle
AU - Clemans, Katherine H.
AU - Carinci, Jennifer
AU - Ialongo, Nicholas S.
N1 - Funding Information:
This research was supported in part by grants from the Institute of Education Sciences [R305A080326; R305A130060] and the National Institute of Mental Health [P30 MH08643, T32 MH18834]. We would like to thank the teachers and students from Baltimore City Public Schools for taking the time to participate in this research.
Publisher Copyright:
© 2017 Society for the Study of School Psychology
PY - 2017/12
Y1 - 2017/12
N2 - This study investigated peer-perceived social/reputational correlates of patterns of aggression, victimization, and prosocial behavior. Participants were a predominantly African-American (i.e., 87%) sample of 320 fourth and fifth graders (45% male, Mean age = 10.4 years) attending six urban public elementary schools. Using latent profile analysis, profiles of peer-perceived and teacher-perceived aggressive, victimized, and prosocial youth were identified. These latent profiles were then compared on a range of peer-perceived social/reputational characteristics. Results indicated that teachers and peers identified similar profiles of normative and prosocial students. However, whereas peers distinguished between aggressive and victimized profiles, the teacher-identified victimized profile was also perceived as aggressive. Results also indicated that there was modest agreement between peers and teachers about who was involved in peer victimization. Findings underscore the importance of including both informants in efforts to identify youth involved in peer victimization.
AB - This study investigated peer-perceived social/reputational correlates of patterns of aggression, victimization, and prosocial behavior. Participants were a predominantly African-American (i.e., 87%) sample of 320 fourth and fifth graders (45% male, Mean age = 10.4 years) attending six urban public elementary schools. Using latent profile analysis, profiles of peer-perceived and teacher-perceived aggressive, victimized, and prosocial youth were identified. These latent profiles were then compared on a range of peer-perceived social/reputational characteristics. Results indicated that teachers and peers identified similar profiles of normative and prosocial students. However, whereas peers distinguished between aggressive and victimized profiles, the teacher-identified victimized profile was also perceived as aggressive. Results also indicated that there was modest agreement between peers and teachers about who was involved in peer victimization. Findings underscore the importance of including both informants in efforts to identify youth involved in peer victimization.
KW - Aggression
KW - Latent class analysis
KW - Multi-informant ratings
KW - Peer victimization
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U2 - 10.1016/j.jsp.2017.07.003
DO - 10.1016/j.jsp.2017.07.003
M3 - Article
C2 - 29145945
AN - SCOPUS:85027394535
SN - 0022-4405
VL - 65
SP - 83
EP - 101
JO - Journal of School Psychology
JF - Journal of School Psychology
ER -