Kätlin Peets

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The purpose of this study was to test the hypothesis that children's hostile attributions and behavioral strategies in response to peer provocation and rebuff situations will depend on the relationship with the target peer (i.e., friend, enemy, neutral). The sample consisted of 144 fourth graders (75 boys and 69 girls; mean age=10.47 years, SD=0.55 years).(More)
This study examined whether the affect children feel toward peers would influence children's social-cognitive evaluations and behaviors. The sample consisted of 209 fifth-grade children (11- to 12-year-olds; 119 boys and 90 girls). For each child, 3 target peers (liked, disliked, and neutral) were identified via a sociometric nomination procedure. The names(More)
This study provides experimental evidence for automatic, relationship-specific social information processing in 13-year-old adolescents. Photographs of participants' liked, disliked, and unknown peers were used as primes in an affective priming task with happy and angry facial expression probes and in a hypothetical vignette task. For the affective priming,(More)
This study examined the links among 5th and 6th graders' (279 girls and 310 boys) self- and peer perceptions, social goals, and social behavior. Social goals mediated the effects of self- and peer perceptions on 3 types of behavior: proactive aggression, prosocial behavior, and withdrawal. In addition to their main effects (self-perception predicting(More)
Children and adolescents encounter different hurtful experiences in school settings. How these events are processed (e.g., whether they think that the transgressor was hostile) is likely to depend on the relationship with the transgressor. In this study, we examined how adolescents (58 girls and 35 boys, mean age=14.03 years, SD=0.60) dealt with the hurt(More)
The purpose of this longitudinal study was to examine the relationship specificity of aggressogenic thought-behavior processes and to investigate the role of self-esteem in translating or inhibiting aggressogenic thought into aggression toward personally liked and disliked targets. Participants (186 Finnish boys and girls; 11-12 years old at Time 1)(More)
This study examined whether the degree to which bullying is normative in the classroom would moderate associations between intra- (cognitive and affective empathy, self-efficacy beliefs) and interpersonal (popularity) factors and defending behavior. Participants were 6,708 third- to fifth-grade children (49% boys; Mage = 11 years) from 383 classrooms.(More)
This study was designed to test whether aggression toward easy or challenging targets is more likely to be associated with popularity. More specifically, we tested two alternative hypotheses with a sample of 224 adolescents (12- and 13-year-olds): (a) whether aggression toward highly disliked peers is associated with popularity (the easy target hypothesis)(More)
Researchers have increasingly started to pay attention to how contextual factors, such as the classroom peer context and the quality of student-teacher interactions, influence children's aggressive behavior. This longitudinal study was designed to examine the degree to which benefits and costs of different teaching practices (child-centered and(More)
The effects of anger and effortful control on aggressogenic thought-behaviour associations were investigated among a total of 311 Finnish fifth and sixth graders (mean age = 11.9 years). Self-reported aggressive cognitions (i.e., normative- and self-efficacy beliefs about aggression) were expected to be associated with higher peer-reported aggressive(More)
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