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A contrived play group procedure was utilized to examine the behavioral and social-cognitive correlates of reactive aggression, proactive aggression, and victimization via peers. Eleven play groups, each of which consisted of six familiar African-American 8-year-old boys, met for 45-min sessions on five consecutive days. Social-cognitive interviews were(More)
This study presents a model of harsh parenting that has an indirect effect, as well as a direct effect, on child aggression in the school environment through the mediating process of child emotion regulation. Tested on a sample of 325 Chinese children and their parents, the model showed adequate goodness of fit. Also investigated were interaction effects(More)
The correlation between boys' social cognitions and their aggressive behavior toward peers was examined as being actor driven, partner driven, or dyadic relationship driven. Eleven groups of 6 familiar boys each (N = 165 dyads) met for 5 consecutive days to participate in play sessions and social-cognitive interviews. With a variance partitioning procedure,(More)
This study reports a cross-sectional investigation of the relation between community violence exposure and peer group social maladjustment in 285 inner-city children in Grades 4-6 (mean age = 10.3 years). Children completed an inventory assessing exposure to community violence through witnessing and through direct victimization. A peer nomination inventory(More)
This study reports a cross-sectional investigation of the behavioral, academic, and psychosocial correlates of victimization in South Korean children's peer groups. The participants were 122 children (66 boys, 56 girls; from 10-12-years-old) recruited from a primary school in Seoul, South Korea. Multi-informant assessments (peer nominations, teacher(More)
This study reports a cross-sectional investigation of the behavioral and academic correlates of victimization in Chinese children's peer groups. The participants were 296 children (161 boys and 135 girls; mean age = 11.5 years) from Tianjin, China. Multi-informant assessments (peer nominations, teacher ratings, and self-reports) of peer victimization,(More)
This study is a prospective investigation of the predictive association between early behavior problems (internalizing, externalizing, hyperactivity-impulsiveness, immaturity-dependency) and later victimization in the peer group. Teacher ratings of the behavioral adjustment of 389 kindergarten and 1st-grade children (approximate age range of 5 to 6(More)
Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the relative importance of relational and individual factors in accounting for aggressive acts. A classroom peer-rating method for identifying mutually aggressive dyads was validated in 11 5-session play groups, composed of 2 mutually aggressive boys and 4 randomly(More)
This article reports a short-term longitudinal study focusing on popularity and social acceptance as predictors of academic engagement for a sample of 342 adolescents (approximate average age of 14). These youths were followed for 4 consecutive semesters. Popularity, social acceptance, and aggression were assessed with a peer nomination inventory, and data(More)
This paper describes a short-term longitudinal study of the relation between violent victimization in the community and peer rejection among 199 children (mean age = 9.02 years) attending two urban Los Angeles area elementary schools. We used a multi-informant approach to assess victimization by community violence, peer group victimization, peer rejection,(More)