CAN WE USE SAME PREDICTORS FOR BOYS VS GIRLS PEER AGGRESSION?
DOI:
https://doi.org/10.19090/pp.2019.2.205-233Keywords:
peer aggression, gender, predictors, ecological modelAbstract
Using the theoretical framework of Bronfenbrenner’s ecological model of peer aggression, the aim of the present study was to examine if we could use the same predictors of peer aggression at schools for boys and girls. The research included 880 participants, elementary school students from the fifth to the eighth grade, who self-estimated aggressive behavior toward their peers, affective empathy, impulsivity, parental behavior, peer acceptance, a number of friends, exposure to media, school climate, perception of neighborhood dangerousness, and also nominated aggressive peers and gave data about the school achievement and a number of friends. The same number of their parents gave data about family SES, while 107 teachers estimated attendance of parents at the parent-teacher meetings and other school events. Multivariate multilevel modeling revealed different predictors of boys vs girls peer aggression. Selected predictors of ecological model better explained peer aggression in boys than in girls. The main differences were in individual characteristic and family microsystem, whereas more statistically significant predictors were for boys, while some distal predictors in an interaction with individual characteristics and family microsystem were important in the explanation of boys’ aggressive behavior. The overall results indicate that gender, as a biological category, had a strong influence on peer aggression. Psychological characteristics, as well as parental upbringing, better explained boys’ than girls’ aggressive behavior. These findings are very important for the school policy, which means that the intervention and prevention programs for peer aggression should differ depending on the child’s gender.
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References
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Delale, E. A., & Pećnik, N. (2010). Učestalost i međuodnosi korektivnih i preven- tivnih odgojnih postupaka majki djece predškolske dobi [Frequency and cor- relation of corrective and preventive child–rearing practices of preschoolers’ mothers]. Ljetopis socijalnog rada, 17(1), 49–69.
Dinić, B., Kodžopeljić, J., Sokolovska, V., & Milovanović, I. (2016). Empathy and peer violence among adolescents: Moderation effect of gender. School Psychology International, 37(4), 359–377. doi:10.1177/0143034316649008
Dinić, B., Sokolovska, V., Milovanović, I., & Oljača, M. (2014). Oblici i činioci školskog nasilništva i viktimizacije [Forms and factors of school violence and victimization]. Zbornik instituta za pedagoška istraživanja. 46(2), 399–424. doi:10.2298/ZIPI1402399D
Elgar, F. J., Craig, W., Boyce, W., Morgan, A. M., & Vella–Zarb, R. (2009). Income inequal- ity and school bullying: Multilevel study of adolescents in 37 countries. Journal of Adolescent Health, 45, 351–359. doi:10.1016/j.jadohealth.2009.04.004
Espelage, D. L., Bosworth, K., & Simon, T. R. (2000). Examining the social context of bullying behaviors in early adolescence. Journal of Counseling and Develop- ment, 78, 326–333. doi:10.1002/j.1556–6676.2000.tb01914.x
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Espelage, D. L., & Swearer, S. M. (2004). Bullying in American schools: A social– ecological perspective on prevention and intervention. New Jersey: Lawrence Erlbaum Associates, Inc.
Espelage, D. L., & Swearer, S. M. (2009). Contributions of three social theories to understanding bullying perpetration and victimization among school–aged youth. In M. J. Harris (Ed.), Bullying, rejection and peer victimization: A social cognitive neuroscience perspective (pp. 151–170). New York: Springer Pub- lishing Company, LLC.
Endendijk, J. J., Groeneveld, M. G., van der Pol, L. D., van Berkel, S. R., Hallers–Haal- boom, E. T., Bakermans–Kranenburg, M. J., & Mesman, J. (2017). Gender dif- ferences in child aggression: relations with gender–differentiated parenting and parents’ gender–role stereotypes. Child Development, 88(1), 299–316. doi:10.1371/journal.pone.0159193
Feshbach, N. D. (1997). Empathy: The formative years. Implications for clinical practice. In A. C. Bohart & L. S. Greenberg (Eds.), Empathy reconsidered: Direc- tions for psychotherapy (pp. 33–59). Washington, DC: American Psychological Association.
Gentile, D. A., & Walsh, D. A. (2002). A normative study of family media hab- its. Journal of Applied Psychology, 23(2), 157–178. doi:10.1016/S0193– 3973(02)00102–8
Gilligan, C. (1982). In a different voice: Psychological theory and women’s develop- ment. Cambridge, Massachusetts: Harvard University Press.
Gini, G., Albiero, P., Benelli, B., & Altoè, G. (2007). Does empathy predict adoles- cents’ bullying and defending behavior? Aggressive Behavior, 33(5), 467–476. doi:10.1002/ab.20204
Groebel, J. (1999). The UNESCO global study on media violence. UNESCO Bulletin: The Major Project of Education in Latin America and the Caribbean, 49, 5–17.
Huesmann, L.R. (1994). Aggressive behavior: Current perspectives. New York: Ple- num Press.
Ilišin, V., Bouillet, D., Gvozdanović, A., & Potočnik, D. (2013). Mladi u vremenu krize: Prvo istraživanje IDIZ–a i Zaklade Friedrich Ebert o mladima. [Youth in times of crisis: The first study by IDIZ and the Friedrich Ebert Foundation about youth] Zagreb: Institut za društvena istraživanja i Friedrich Ebert Stiftung.
Ivanović, M., & Buško, V. (2008). Development of empathy questionnaire. University of Zagreb: Unpublished manuscript.
Kaukiainen, A., Björkqvist, K., Lagerspetz, K., Österman, K., Salmivalli, C., Roth- berg, S., & Ahlbom, A. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25, 81–89. doi:10.1002/(SICI)1098–2337(1999)25:2<81::AID–AB1>3.0.CO;2–M
Keresteš, G. (2002). Dječje agresivno i prosocijalno ponašanje u kontekstu rata [Child aggressive and prosocial behavior in the context of war]. Jastrebarsko: Naklada Slap.
Keresteš, G., Brković, I., Kuterovac Jagodić, G., & Greblo, Z. (2012). Development and validation of parental behavior questionnaire. Contemporary Psychology, 15(1), 23–42.
Kim, S., Orpinas, P., Kamphaus, R., & Kelder, S. H. (2011). A multiple risk factors model of the development of aggression among early adolescents from urban disadvantaged neighborhoods. School Psychology Quarterly, 26(3), 215–230. doi:10.1037/a0024116
Kochanska, G., Barry, R. A, Stellern, S. A., & O’Bleness, J. J. (2009). Early attachment organization moderates the parent–child mutually coercive pathway to chil- dren’s antisocial conduct. Child Devevelopmet, 80, 1288–1300. doi:10.1111/ j.1467–8624.2009.01332.x
Kuntsche, E. N. (2004). Hostility among adolescents in Switzerland? Multivariate relations between excessive media use and forms of violence. Journal of Ado- lescent Mental Health, 34, 230–236. doi:10.1016/j.jadohealth.2003.05.001
Leaper, C., Anderson, K. J., & Sanders, P. (1998). Moderators of gender effects on parents’ talk to their children: A meta–analysis. Developmental Psychology, 34, 3–27. doi:10.1037/0012–1649.34.1.3.
Lee, C. H. (2010). Personal and interpersonal correlates of bullying behaviors among Korean middle school students. Journal of Interpersonal Violence, 25(1), 152–176. doi:10.1177/0886260508329124
Lee, C. H. (2011). An ecological systems approach to bullying behaviors among middle school students in the United States. Journal of Interpersonal Violence, 26(8), 1664–1693. doi:10.1177/0886260510370591
Lytton, H., & Romney, D. M. (1991). Parents’ differential socialization of boys and girls. A meta–analysis. Psychological Bulletin, 109(2), 267–296. doi:10.1037/0033–2909.109.2.267
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