The DOI matches its Crossref record; 61 of the 61 references it cites were found in a registry or an index.
Examination of Peer–Group Contextual Effects on Aggression During Early Adolescence
Abstract
Peer group contextual effects of aggressive behavior among middle school students (6th–8th graders) were examined using a short–term longitudinal design. More specifically, the homophily hypothesis that peer group membership influences individual–level bullying and fighting was evaluated with multilevel sex–specific models of individual– and peer–level aggression scores. Peer groups were identified via social network analysis. Intraclass correlation coefficients yielded through hierarchical linear modeling demonstrated substantial within–group similarity on self–reported bullying and fighting, suggesting that students affiliate with individuals who bully and fight at the same frequency. Peer group bullying and fighting was associated with individual–level behavior, even after controlling individual baseline levels for males and females. However, peer contextual effects explained more variance in individual bullying than individual fighting. This differential impact of peer group membership suggests that future studies consider peer relations across subtypes of aggression.
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Introducing Multilevel Modeling
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Peer Interactions, Relationships, and Groups
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0310 · Cited by 2,755
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Cited by
Peer Interactions, Relationships, and Groups
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0310 · Cited by 2,755
Tokunaga, R. S. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2009.11.014 · Cited by 2,566
What Can Be Done About School Bullying?: Linking Research to Educational Practice
Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010) · Educational Researcher · doi:10.3102/0013189x09357622 · Cited by 672
Self-citationSalmivalli, C., Voeten, M., & Poskiparta, E. (2011) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2011.597090 · Cited by 597
Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015) · Handbook of Child Psychology and Developmental Science · doi:10.1002/9781118963418.childpsy405 · Cited by 430
Metadata
- Authors
- Espelage, D. L., Holt, M. K., & Henkel, R. R.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2003-02-01
- Volume
- 74
- Issue
- 1
- Pages
- 205-220
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2087987354
- Cited by
- 836
- References
- 61
- FWCI
- 23.49
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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