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Relational aggression, gender, and social-psychological adjustment.
- N. Crick, J. Grotpeter
- PsychologyChild Development
- 1 June 1995
In the present study, a form of aggression hypothesized to be typical of girls, relational aggression, was assessed with a peer nomination instrument for a sample of third-through sixth-grade children and indicated that girls were significantly more relationally aggressive than were boys.
Children's treatment by peers: Victims of relational and overt aggression
- N. Crick, J. Grotpeter
- PsychologyDevelopment and Psychopathology
- 1 March 1996
Abstract Past research on peer victimization has focused on maltreatment through overtly aggressive behaviors. Although a relational form of aggression has been identified in recent research, studies…
Childhood aggression and gender: a new look at an old problem.
- N. Crick, N. E. Werner, K. Markon
- SociologyNebraska Symposium on Motivation. Nebraska…
- 1998
Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations.
- N. Crick, J. Grotpeter, M. A. Bigbee
- PsychologyChild Development
- 1 July 2002
Evaluating the intent attributions and feelings of emotional distress of relationally and physically aggressive children in response to instrumental and relational provocation contexts indicated that physically aggressiveChildren exhibited hostile attributional biases and reported relatively greater distress for instrumental provocation situations, whereas relationally aggressive children exhibited hostile Attribution bias and reported comparatively greater distress in relationally provocation contexts.
Relational aggression, overt aggression, and friendship.
- J. Grotpeter, N. Crick
- PsychologyChild Development
- 1 October 1996
Results indicated that the friendships of relationally aggressive children were characterized by relatively high levels of intimacy, exclusivity/jealousy, and relational aggression within the friendship context, and overtly aggressive children placed relatively high importance on these coalitional acts and on companionship with their friends.
Childhood Maltreatment, Subsequent Antisocial Behavior, and the Role of Monoamine Oxidase A Genotype
- D. Huizinga, B. Haberstick, J. Hewitt
- PsychologyBiological Psychiatry
- 1 October 2006
Evaluation of Bully-Proofing Your School as an Elementary School Antibullying Intervention
- S. Menard, J. Grotpeter
- Psychology, Education
- 18 March 2014
The results suggest that BPYS led to students recognizing that bullying was being discouraged in the school, reduced bullying and related behaviors, and weakly, perceptions of increased safety at school.
Best practice guidelines for abstract screening large‐evidence systematic reviews and meta‐analyses
- J. Polanin, T. Pigott, D. Espelage, J. Grotpeter
- MedicineResearch Synthesis Methods
- 24 June 2019
10 proposed guidelines to provide a practical set of best practice guidelines to help future review teams and managers are explained using real‐world examples or illustrations from applications.
Peer Influence, Social Bonding, Physical and Relational Aggression: Perpetration and Victimization in an Elementary School Sample
- S. Menard, J. Grotpeter
- Psychology
- 31 March 2011
Abstract Aggression in the school context is a problem that has received increasing attention over the past decade. It is important for the prevention of aggression in school that we understand the…
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