This study investigated the relations between teacher-rated reactive and proactive aggression and self-ratings of peer intimacy, peer group integration, inhibition of anger and coping with anger in children in grade 4 to grade 6 (n = 519). Grade and gender differences in the study variables were also examined. Although not significant, as predicted, there was a trend towards significance where proactive aggression increased by grade; however, contrary to predictions, the occurrence of reactive aggression did not decrease by grade. The two functions of aggression were strongly correlated with one another. Males were reported more aggressive than females and self-reported lower anger management and less peer group intimacy than females. Further, females who were rated as more reactively aggressive reported less peer group integration and peer intimacy. Males who were reported as reactively aggressive also reported less peer group integration. Reactive and proactive aggression in males was related to coping with anger.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/563 |
| Date | 11 1900 |
| Creators | Bender, Stephanie |
| Contributors | Smith, Veronica (Educational Psychology), Rinaldi, Christina (Educational Psychology), McQuarrie, Lynn (Educational Psychology), Schonert-Reichl, Kimberly (Educational and Counselling Psychology, and Special Education, University of British Columbia) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 3577245 bytes, application/pdf |
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